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Integration processes are gaining momentum in the world of education. In this context, we must now speak not of a national education system, but of a global one. Consequently, a fundamentally new approach is needed to the training of future mathematics teachers, one that enhances the effectiveness of students' independent work and creates conditions for maximum individualization of learning. Currently, there is a need to train competitive teachers who possess the necessary essential qualities, knowledge, and skills, and who are capable of independently and quickly adapting to a constantly changing information and technological environment-that is, who possess professional competence. The main component of professional competence is methodological competence. Within the structure of methodological competence, we have identified the following components: psychological, subject-specific, and technological. This paper examines: information technologies as a means of developing methodological competence in future mathematics teachers; a model for developing methodological competence in future mathematics teachers.

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