The article deals with the problem of training future teachers of mathematics to work in the classes of the standard. In the preparation of highly qualified specialists it is important to form not one specific competence and a specific set. The author notes that the key competencies are understood as human capabilities to have comprehensive abilities and use them in a certain context. The review of DeSeCo project has showed that personality traits are considered leading flexibility, activity and independence. Much attention is paid to developing of creative instincts, ability to innovate and personal responsibility. Each combination of competence transferred interrelated cognitive and practical skills, knowledge, motivations, values and ethics, which together may be involved in certain situations. There are different approaches to determining the methodological competence and interpretation of its structure and components. After analyzing the works of the mentioned authors, we’ve chosen two different in structure and content components of the structure model of methodical competence. We believe that the development of methodological competence of the teachers of mathematics is a continuous process that should take place throughout the professional activity of the person. The requirements of specialized schools enabled us to refine the structure model of methodical competence math teacher proposed by S. O. Skvortsova. Methodical preparation of the future mathematics teacher of social and humanities education should be to some extent different from the preparation of the teacher to work with students from other sections of training, as there are qualitative differences in the mathematics teacher at the level of the standard. Training course «The training of future math teachers to work with students in classes of social and humanities education» is designed. It is focused on the students of physics and mathematics faculty teaching in higher education. The experience shows that the formation of regulatory competence is combined with variable and partly methodical and is the basis of formation of professionalism of future mathematics teachers of social and humanities. The designed complex of didactic-methodological exercise contributes to the formation of future teachers’ regulatory competence.