Формування фінансової грамотності майбутніх інженерів на заняттях з вищої математики

Abstract

The article analyzes the conceptual ideas of financial literacy formation of future engineers in higher mathematics classes. The article substantiates that the formation of financial literacy of future engineers in mathematics classes is a complex process, the effectiveness of which largely depends on the level of their mathematical abilities and mastery of teaching material. Based on the current research on financial literacy, the author proposes to consider the financial literacy of future engineers as an integrated quality, which manifests itself in the unity of two main aspects: personal (motivational, value components) and activity (cognitive and operational components), which allows for the formation and formulation. financial knowledge of the basics of economics, learning to make the right financial decisions. The basic components of financial literacy of future engineers are described: motivational (system of motives, self-education skills, self-improvement in financial education, critical thinking of independent work, self-organization and self-control); value (value settings for the need for knowledge of financial theory); cognitive (financial knowledge and constant updating); operating (use of financial knowledge gained in practice). A structural diagram of financial literacy of future engineers has been developed. It has been found that it is advisable to use a task approach to formulate the financial literacy components of future engineers, since the tasks interpret a peculiar model of practical situations in which students are immersed in the process of finding their solutions. It is determined that in the educational process of studying higher mathematics tasks perform the following functions: educational (as a means of assimilation of knowledge, skills and skills); stimulating (stimulus to exercise cognitive activity); supervising (as a means of controlling the quality of learning the learning material); developing (as a means of developing the intellectual sphere of the individual). Cross-curricular links in higher mathematics topics with finance have been traced. Examples of using financial content problems in higher mathematics classes in the process of studying linear and vector algebra and analytical geometry, differential calculus are given.