FORMATION OF MATHEMATICAL MODELING SKILLS DURING SOLVING APPLIED PROBLEMS OF ECONOMIC CONTENT
DOI:
https://doi.org/10.31110/2413-1571-2022-033-1-010Keywords:
school course of mathematics, applied problems of economic content, mathematical model, method of mathematical modelling;, methods of solving applied problemsAbstract
Formulation of the problem. In the article we draw attention to the problem of formation of senior school students' skills and abilities of mathematical modelling during studying of mathematics. In the article, mathematical modelling means the process of creating mathematical models, their mathematical processing and interpretation of the results (solutions). In full and complete, this process is presented in the article in the form of a graphic scheme (large circle), the content of which was disclosed in the publications of W. Bloom and D. Lace. However, it is impossible to implement such scheme in the teaching of mathematics in senior school for many reasons. In particular, it is because senior school students are not yet sufficiently prepared for this intellectually, and certain program requirements for secondary education do not provide for this. The purpose of the article: to illustrate on a specific example the method of solving applied problems of economic content, the content and application of the proposed advice, their features.
Materials and methods. Theoretical methods of scientific knowledge (analysis, synthesis, comparison, modeling) and empirical (observation) are used.
Results. In the article we propose a truncated graphic scheme (small circle), the author of which is Vasyl Shvets. According to it, the process of mathematical modelling is proposed to be considered during teaching students to solve applied problems. It should include the following stages: mathematization, mathematical elaboration and interpretation of the obtained solutions in the language of the field of knowledge in which the applied problem was formulated. For each stage, guidelines are offered on how to help students apply the proposed method.
Conclusions. The described stages and methodical advices we illustrated on an example of the decision of applied problems of economic content. The authors believe that the economic literacy of senior school graduates should be high. Therefore, along with the formation of mathematical competencies of senior school students (graphic, analytical, computational, research, etc.) should be formed also other key competences that includes economic competence. Applied problems with economic content should be a good tool for its formation. Therefore, there is a need to create a selection of such tasks for each of the subjects of algebra and the beginnings of analysis, and to repeat what was learned in previous lessons, final repetition of mathematics for senior school, final attestation in the form of SFA or EIA.
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