IMPROVEMENT OF INTERDISCIPLINARY COMMUNICATIONS IN THE LEARNING OF HIGHER AND APPLIED MATHEMATICS

Abstract

The article is devoted to the analysis of features of the methodology for the implementation of interdisciplinary communications in teaching higher and applied mathematics to future specialists in the economic field. It is proposed to create for individual tasks or topics of an applied nature, small interactive training materials focused on further use in the application of the mathematical apparatus in special disciplines. The advantage of using such materials is the presence of feedback and an individual orientation, as well as the possibility of intensifying the educational process in the study of special disciplines.To control the quality of independent work, the use of testing according to the «Integrated Testlets» technology is proposed. Such testing is close to interviewing a student in the form of dialogue. «Integrated Testlets» are a chain of interconnected questions. Thus, when conducting such a test, it is checked that students consciously use the mathematical apparatus in applied problems.It is proposed to coordinate the content of educational tasks in various disciplines in order to achieve the relevant competencies. Such an approach means a focused consideration in the course of higher and applied mathematics of such problems that are an integral part or a separate element of tasks from other disciplines. Thus, the study of the use of the mathematical apparatus is “spiral”. Students repeatedly return to the study of certain applied problems in the course of studying various disciplines. This has a positive effect on motivation, improves the effectiveness of studying the course and the level of assimilation of the material. The paper gives examples of the creation of such learning situations when studying the courses “Higher and Applied Mathematics”, “Information Systems and Technologies”, “Probability Theory and Mathematical Statistics”. In addition, it is proposed the implementation of interdisciplinary communications with the participation of students of various specialties. As an example of such cooperation, the use of empirical data obtained in the course of a sociological study by students of the specialty "Sociology" is considered. The data of a sociological study are used as input in solving professionally oriented problems by students of economic specialties.