Abstract
The article examines approaches to developing mathematical competence in the process of teaching mathematics in general secondary schools. Although the development of mathematical competence among all students remains a priority, the issue of improving the academic achievements of students with special educational needs (SENs), enhancing their mathematical knowledge, and aligning it with the achievements of mainstream students remains relevant. This is primarily due to the fact that students with SENs exhibit specific cognitive characteristics that create difficulties in mastering mathematical content. Therefore, the task of identifying effective methods of teaching mathematics tailored to such students was set. The study investigates effective pedagogical methods for teaching mathematics to students with SENs, identifying their characteristics and appropriateness of application. The research involved identifying the features of inclusive instruction, pedagogically substantiating methods for teaching mathematics to these students, and conducting pedagogical monitoring of their implementation and evaluation of their effectiveness. This approach enabled to develop practical recommendations for educators. The scientific novelty of the research lies in the comparative analysis of various teaching methods and techniques, highlighting their strengths and demonstrating the effectiveness of the developed system from the perspective of special pedagogy and mathematics teaching methodology. The practical significance of the study is that the results may be used by mathematics teachers when working with students with SENs and recommended to parents for independent work with their children.