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Relevance of the problem under research is due to the fragmentary character of the regulatory framework for concluding a surrogacy agreement both in Ukraine and foreign countries, which does not solve the full range of problems that arise in law enforcement practice. Moreover, there is no clear regulation for the notarization of the surrogacy agreement. The study aims to analyze the existing legal regulation of theoretical and practical aspects of the conclusion of a surrogacy agreement and draw certain conclusions and scientific provisions on the notarization of the surrogacy agreement. The leading research methods used for a comprehensive examination of surrogacy and surrogacy agreement were the following: normative semantic method, general logical methods of cognition, comparative and formal legal methods, generalization, historical method, systemic method, and structural and functional method. The research results proved the need for the legislative regulation of surrogacy. If a notarial form of the surrogacy agreement is implemented, it can significantly reduce the criminal component in this service and the risk of adverse consequences for the parties. There must be a separate law on the regulation of surrogacy adopted in Ukraine, which also concerns all other types of assisted reproductive technologies. [ABSTRACT FROM AUTHOR]

Mathematical competence plays an essential role among subject-specific competences of primary school teachers. One should be able to think mathematically, understand mathematical proofs, communicate in "the language of mathematics" and use appropriate codification resources, which makes the concept of mathematical competence rather vital. The concept of primary school teachers' mathematical competence can be specified through its structure. In this regard, this article analyzes scientific approaches to determining the components of this phenomenon. The structure of future primary school teachers' mathematical competence is viewed as a system of the following components: motivational-axiological, cognitive, activity-related, communicative, reflexive-creative. It must be noted that the process of developing the structure of this competence and its components, especially contentand activity-related ones, required the authors of the article to analyze regulatory documents and syllabi of the mathematics course of six higher education institutions (HEIs) in Ukraine. All the analyzed syllabi indicate which knowledge, skills and abilities future graduates should possess. The chosen HEIs distribute academic workload differently; at the same time, the content of educational material to be studied is almost identical. The elements of future primary school teachers' mathematical competence are as follows: arithmetic, algebraic, geometric, that of identical transformations of mathematical expressions, logical. [ABSTRACT FROM AUTHOR]