PECULIARITIES OF OPTIMIZATION OF TEACHING MATHEMATICS TO STUDENTS OF ECONOMIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS

Abstract

In the article, the author studies the peculiarities of optimizing the teaching of mathematics to students of economic specialties in higher education institutions. It has been found that teaching mathematics to students of economic specialties is accompanied by a number of problems, in particular, the subject area, the peculiarities of the modern educational environment and the social context. Some students do not show sufficient interest and do not realize the importance of mathematics in professional activities. Low motivation leads to the lack of concentration in the classroom and worsening the outcomes. The quality of mathematics education is negatively affected by the lack of a sufficient level of students’ basic mathematical knowledge. They may not understand real economic scenarios of future professional activities and have difficulty using mathematical concepts to model and analyze real economic situations. Some mathematical concepts and categories, such as differential equations or statistics, can be difficult to understand and apply in the context of complex economic models.Optimization of teaching means bringing this process to a state that ensures the achievement of goals in accordance with the requirements for the content and level of professional training of students, taking into account their interests and capabilities in conditions of limited use of time and effort resources. The main ways to optimize mathematics teaching are: use of specific economic examples and tasks to explain mathematical concepts, because learning can be more effective if students see how they can use mathematics in their future economic activities; integrating teaching with economic models and mathematical concepts so that students can see the use of math in analyzing economic phenomena; use of computer and specialized programs for visualization of mathematical concepts and their use in economic issues; introduction of interactive online resources to facilitate the learning process; active use of applied tasks, inclusion in the curriculum of tasks that require the use of math skills to solve specific economic problems, etc.