Name
Moroz Olga Viktorovna
Scholastic degree
•
Academic rank
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Honorary rank
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Organization, job position
Kuban State University
Web site url
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Articles count: 3
In this article, we examine questions about realization
of interdisciplinary connections in the process of
teaching of mathematics the students of economic
specialties. Taking into account the circumstance that
economic specialties are integrating information from
mathematical, natural, humanitarian and socioeconomic
disciplines, going near the selection of
maintenance of course of mathematics must be
oriented to the mathematical apparatus for all cycles
forming certain abilities and skills. Thus, in the
process of teaching mathematics we have to
emphasize the necessity of maintenance of "vertical"
connections in a course mathematics, marking that
maintenance of flat rate of mathematics can not be
certain from the cleanly pragmatic point of view,
based only on the specific of future specialty of
studying, without the account of internal logic of
mathematics, id est., from a course mathematicians
we must not eliminate questions and divisions, not
having a direct professional orientation, but
providing internal subject connections or the logic of
the discipline. Accordance to the criterion of internal
subject integrity means, that maintenance of the
course of mathematics will not grow into totality of
fragmentary information necessary for the special
preparation, and will possess necessary plenitude,
logical uncontradiction and sequence. On the other
hand, it is necessary to accent attention on the study
of the different processes and phenomena, lighted up
in general professional disciplines, as studying of all
these questions must be of the ponderable use in the
professional becoming of future specialist, i.e. the
special importance is acquired by interdisciplinary
integration connections at the level of which the
applied professional orientation of the studied
material comes true
In this article, we consider the questions covering the
process of design of the educational and methodical
materials on mathematics providing a full didactic
cycle by means of model of information and professional
design. In realization of this model, the main
role is played by the professional focused didactic
complex based on introduction in educational process
of the model tasks focused on future professional
activity of the expert taking into account that economic
specialties are the specialties integrating data
from mathematical, natural, humanitarian and social
and economic disciplines, and approach to selection
of maintenance of a course of mathematics has to be
focused on mathematical apparatus for all cycles
forming certain skills. The greatest informative activity
of students is reached in researching of the questions
directly connected with their future specialty
that causes efficiency of use of model tasks when
studying mathematics. They are developed according
to the program of a course of mathematics and cover
all of its main sections. In this article, several educational
and methodical grants entering the professional
focused didactic complex, using model tasks and
designed on the basis of model of information and
professional design where at preservation of the system
of the "Mathematician" fundamental training
course we describe questions from the related scientific
subjects corresponding to a specialty profile that
allows to draw a conclusion on relevance of these
grants and on their practical value
The article considers the issues of actualization of the problems of formation of professional competence in the process of studying the course of "Mat-mathematics" on the example of economic specialties. Noting the fact that economic specialty is the specialty that integrates information from the mathematical, natural, gum humanitarian and socio-economic subjects, and the approach to the selection of the content of the mathematics course must be focused on the mate-automatic machine for all cycles, forms of relevant abilities and skills. Therefore, the importance of the problem of developing these tasks and exercises that would help to create such skills for effective application of the theoretical material and the development of research skills. In this article we have discussed some of the design techniques and examples of using the so-called mo-practical problems. The efficiency of the use of model problems in the study of mathematics teaching clarifies the fact that most knowledge activity of students achieved in the research of the issues directly related to their willing profession. They are developed in accordance with the program of the mathematics course and cover all of its major sections. Model-specific tasks may be offered to students in the form of the model calculations, the execution of which should last for a long time, in the form of records insistent or control work directly in the classroom, in the form of term papers, etc. This article also contains the justification of the need of development of didactic materials, designed to optimize student learning professional mathematical competencies