РОЗВ’ЯЗУВАННЯ ШКІЛЬНИХ ЗАДАЧ З ЕКОНОМІКИ ТА МАТЕМАТИКИ: ІНТЕГРАТИВНИЙ ПІДХІД

Abstract

The article deals with the disclosure of the features of the implementation of an integrative approach to solving problems in economics and mathematics in the conditions of education in a secondary school. The goal of the article is to highlight the methodology of implementing an integrative approach through the formation of high school students' ability to solve and investigate practical problems with mathematical and economic components. Theoretical methods were used in the research process: an analysis of the psychological and pedagogical literature on the research problem; empirical methods: a pedagogical observation of the educational and cognitive activity of the students, conversations with teachers of mathematics and economics. The article analyzes the possibilities of implementing integrative connections between mathematics and economics using practical problems. The authors focused their attention on the inversions in the operation of functional dependence and its operations when solving problems in economics and mathematics. Differentiation and integration of functions became the leading mathematical models of the article, they are are often used as mathematical models in economic problems. The conducted research made it possible to reveal the content of methodological conditions under which the use of the described integrative approach in the process of real learning will acquire methodological expediency in the context of the formation of students' knowledge and skills of integrative activity. As a result of the research, the following conclusions can be drawn. Firstly, an integrative approach in teaching mathematics and economics is advisable to implement using the inverse components of activity for modeling and researching models in the mathematics and economics problems. Secondly, the planning of the implementation of the integrative approach is carried out considering the general goal of organizing the educational activities of students; at the same time, the tasks are selected with the possibility of conducting an inverse comparison of the terminology between the economic and mathematical conditions of the tasks. Thirdly, when implementing an integrative approach, the teachers of mathematics and economics use the method of generalizing the knowledge and skills of the students, and this, in turn, leads to the organization of the process of mental unification of the components of mathematical and economic competences according to their essential features. At the same time, the economic content of the problems and mathematical models, that play a role, on the one hand as a subject of study, and on the other hand as a method for analyzing the economic content, remain primary.