Economy, finances, management: Topical issues of science and practical activity

LEVCHUK Olena – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Mathematics, Physics and  Computer Technologies,    Vinnytsia National Agrarian University.   (21008, Vinniysia, 3 Soniachna Str., e-mail: olena_levcukk@ukr.net).

In the context of globalization processes, the professional activity of future economists is characterized by dynamism, complexity and uncertainty of conditions. Informatization and fundamentalization of knowledge provide relevance to such components of professional competence of the future economist as the ability to think analytically, solve predictive tasks using software products, implement economic and mathematical modeling using modern information systems, apply computer data processing technologies to solve economic problems.
This provides the importance of mathematical training, as one of the fundamental, which primarily forms the skills of abstract thinking, analysis and synthesis.
Thus, a new function of an educational institution arises in the process of providing educational services - the formation of a competence model of professional education of specialists.

The article substantiates the expediency of introducing mathematical modeling based on Mathcad in the process of forming professional competence of future economists.

The essence of the concepts of "professional competence" and "mathematical competence" of future economists are considered. It is argued that mathematical training is an important component of professional competence.
Today, it is the results of mathematical modeling of real processes that generate the most progressive directions of development in science and technology. Therefore, the concept of an economic-mathematical model plays a fundamental role in the training of economists.

The formation of professional competence of future economists, anticipating the integration of professional and personal development, should be carried out using mathematical modeling, starting with junior courses.
However, despite the fact that the mathematical model of the process or phenomenon being studied in economics is always its generalized abstract reflection, the mathematical apparatus used is usually quite cumbersome. This is a significant obstacle in strengthening the applied orientation of mathematics in the first years.

In our opinion, one of the effective ways to eliminate certain contradictions is the introduction of information technologies

The purpose of this publication is to substantiate the feasibility of introducing mathematical modeling based on Mathcad in the process of forming professional competence of future economists, to determine the main didactic requirements and explore the impact of technology on the main components of mathematical training: motivational-value, cognitive, operational-activity, communicative.

On the basis of what was studied, we concluded that for a specific specialty it is worth highlighting professionally significant topics, questions, concepts of classical sections of mathematics, which have their application in professionally-oriented disciplines.

The introduction from the first course of professional-oriented tasks related to the specialty, even at the level of the simplest models, allows you to implement the principle of continuity in learning. Since the new content of mathematical disciplines becomes a reliable base for the study of professionally-oriented, within which more complex models are studied, with the help of which the key problems of the future profession are solved

In the process of mathematical training of specialists, we used the universal integrated system Mathcad, which allows you to simply and visually enter the original data, carry out the traditional mathematical description of solutions and get the results of calculations using graphical interpretation. This made it possible to consider the simplest mathematical models and, using a complex mathematical apparatus, to develop universal models and algorithms.

The main mathematical models of economic systems that are appropriate to consider in mathematical courses are highlighted. Examples of mathematical modeling based on Mathcad are given.

The advantages of introducing mathematical modeling into the process of professional training are demonstrated.

On the basis of the study, conclusions were drawn that mathematical modeling based on Mathcad allows to improve the main components of the process of mathematical preparation:

- motivational and value (the formation of a sustained interest in the mastery of mathematical knowledge and information technology with a view to their application in professional and research activities);

- cognitive (obtaining fundamental knowledge from the classical sections of mathematics and the ability to apply them in the process of mathematical modeling)

- operational-activity (self-realization in professional activity by means of mathematical modeling based on the integration of knowledge across professional-oriented and mathematical disciplines using information technologies);

- communicative (possession of ways of presenting the results of its activity-communicative (possession of ways of presenting the results of its activities).

The study showed that the introduction of mathematical modeling should provide the following didactic requirements:

- a fairly correct idea of ​​the teacher about the holistic picture of the future educational and professional activities of the student;

- definition of goals and purpose of the introduced new content in the content of mathematical disciplines;

- Compliance of the learning task with the ideas of the personal approach (updating the personal functions of specialists, consistency with the problems of practical training in production);

- approbation of the skills and skills produced in practice.
This allows you to organize student-centric education.

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