Професійно-орієнтоване навчання вищої математики в економічних закладах вищої освіти.

Abstract

Статтю присвячено проблемі професійно-орієнтованого навчання математиці майбутніх економістів. Проаналізовано стан та визначено роль математичної освіти у професійній підготовці економістів. У процесі дослідження було виокремлено основні етапи формування математичного мислення під час професійної підготовки майбутніх економістів. Розкрито сутність поняття “фахові завдання”, сформульовано основні вимоги та розглянуто методичні підходи до побудови системи таких завдань. Обґрунтовано перевагу та необхідність використання фахових завдань на заняттях із вищої математики.Mathematical education in modern conditions plays an important role in the training of future economists as in the formation of a definite level of mathematical culture, intellectual development, understanding the essence of practical application of the mathematical apparatus, mastering the methods of mathematical modeling. One of the main problems in studying mathematical disciplines in economic institutions of higher education is, in our opinion, students' decreasing interest in studying them. This situation is primarily related to the current economic state of the country, with knowledge that is not used properly in society. Therefore, for teachers of mathematics of economic universities, the problem of improving the quality of training of a new generation of economists is a priority. The aim of the article is to determine the ways and directions of professionalization of educational activities of future economists during while studying “Higher mathematics”. The study used a set of methods of scientific research: comparative analysis to clarify different views on the problem and determine the direction of research; systematization and generalization of pedagogical experience of domestic scientists to determine the state of mathematical training of future economists at universities. Pedagogical observation of students' solving creative professional tasks, their group and individual discussions, oral and written surveys in order to determine the specifics of the implementation of the problem under study. One of the tasks of teaching mathematics at a higher economic educational institutions is to ensure the level of mathematical culture necessary for students' full participation in future professional activities. Mathematics is a unique means of forming not only the educational, but also the developing and intellectual potential of the individual. In particular, teachers of mathematical disciplines face the problem of developing mathematical thinking of future specialists, that is, theoretical thinking built on mathematical objects. In the course of our research we have identified the main stages of formation of mathematical thinking in the professional training of future economists: Stage I-mastering mathematical ways of thinking; Stage II-processing mathematical symbols and formalisms; Stage III- the ability to apply mathematical modeling. We are convinced that it is possible to develop mathematical thinking with the help of a specially selected system of professional tasks and methods of working with them. We interpret a professional task as a task that arises as a result of professional activity, concerns real objects or processes, and the solution of which requires making non-standard decisions. We have developed a system of professional tasks used in training future economists, and defined the main requirements for them.