USE OF CASE TECHNOLOGIES IN SOLVING PROBLEMS OF ECONOMIC CONTENT IN SECONDARY SCHOOL
DOI:
https://doi.org/10.31110/fmo2024.v39i3-02Keywords:
problems of economic content, arithmetic progression, geometric progression, case technology, financial calculationsAbstract
Formulation of the problem. The tasks of economic content contribute to the development of mathematical subjects and key competencies of entrepreneurship and financial literacy for general secondary education students. Using modern educational technologies allows them to gain practical experience in applying mathematical knowledge and skills to perform economic and financial calculations.
Materials and Methods. The article provides a brief analysis of foreign and domestic scientific and methodological sources on various aspects of the application of economic content tasks, compares model curricula in Algebra for grades 7-9 for the presence of economic content tasks in teaching specific topics, summarizes own pedagogical experience in teaching mathematics and the use of case technology.
Results. The peculiarities of teaching "Numerical sequences" in grade 9 concerning implementing the NUS concept are determined. In the model curricula, economic content tasks are defined as a tool for the formation of subject mathematical competence; they are recommended to be used in the educational process as one of the types of academic activities, and the ability to solve them is one of the expected learning outcomes of students. The article describes case technology for students to gain practical experience in applying mathematical knowledge and skills to perform financial calculations. A case study on "Mortgage Lending" is presented to familiarize 9th-grade students with the basics of banking and the use of mathematical knowledge to make mortgage calculations using examples as close as possible to real-life situations. The type of case study created is a case situation that requires the student to analyze a problem and apply a specific mathematical apparatus (work with arithmetic and geometric progressions).
Conclusions. The case study on "Mortgage Lending" diversifies didactic materials for the topic "Numerical Sequences." Using economic tasks in studying "Numerical sequences" contributes to a deeper and more conscious understanding of the need to master the mathematical apparatus. The introduction of case technology ensures the practical orientation of the educational process, has a positive effect on increasing students' cognitive interest in learning mathematics, and forms students' ability to navigate the realities of the surrounding reality and apply the acquired knowledge in practical activities.
Downloads
References
Bas, S. V. (2013). Rol ta mistse systemy prykladnykh zadach ekonomichnoho zmistu u formuvanni predmetnoi matematychnoi kompetentnosti ekonomista [The role and place of the system of applied problems of economic content in the formation of the subject mathematical competence of the economist]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii: naukovyi zhurnal – Pedagogical sciences: theory, history, innovative technologies: scientific journal, 2 (28), 189–196. (in Ukrainian)
Vorona, P. V. (2016). Metodyka «CASE STUDY» u navchalnomu protsesi vyshiv pry pidhotovtsi fakhivtsiv iz publichnoho upravlinnia [The "CASE STUDY" method is used in the educational process of universities in the training of specialists in public administration]. Vytoky pedahohichnoi maisternosti – Origins of pedagogical skill, 17, 46-53. (in Ukrainian)
Lukianova, S. M. (2010). Ekonomichni zadachi v kursi matematyky suspilno-humanitarnykh himnazii [Economic problems in the mathematics course of social and humanitarian gymnasiums]. Didactics of mathematics: Problems and Investigations, 34, 102-106. (in Ukrainian)
Mekh, L. M., & Dotsenko, V. V. (2018). Zadachi ekonomichnoho zmistu v shkilnomu kursi matematyky [Problems of economic content in the school mathematics course]. URL: http://surl.li/rjvvf (in Ukrainian)
Burda, M. I., Tarasenkova, N. A., & Vasylieva, D. V. (2023). Modelna navchalna prohrama «Alhebra. 7-9 klasy» dlia zakladiv zahalnoi serednoi osvity [Model curriculum "Algebra. 7-9 grades" for institutions of general secondary education]. (in Ukrainian)
Ister, O. S. (2023). Modelna navchalna prohrama «Alhebra. 7-9 klasy» dlia zakladiv zahalnoi serednoi osvity [Model curriculum "Algebra. 7-9 grades" for institutions of general secondary education]. (in Ukrainian)
Merzliak, A. H., Nomirovskyi, D. A., Pykhtar, M. P., Rublov, B. V., Semenov, V. V., & Yakir, M. S. (2023). Modelna navchalna prohrama «Alhebra. 7-9 klasy» dlia zakladiv zahalnoi serednoi osvity [Model curriculum "Algebra. 7-9 grades" for institutions of general secondary education]. (in Ukrainian)
Bilianina, O. Ya., Bilianin, H. I., Semchuk, A. R., Ilashchuk, O. H., Marianchuk, O. T., & Riabyi, S. I. (2023). Modelna navchalna prohrama «Alhebra. 7–9 klasy» dlia zakladiv zahalnoi serednoi osvity [Model curriculum "Algebra. 7-9 grades" for institutions of general secondary education]. URL: https://mon.gov.ua/storage/app/media/zagalna%20serednya/Navchalni.prohramy/2023/Model.navch.prohr.5-9.klas/Matem.osv.galuz-2023/29.12.2023/Alhebra.7-9.klas.Bilyanina.ta.in.29.12.2023.pdf (in Ukrainian)
Motorina, V. H., & Papach, O. I. (2023). Deiaki aspekty metodyky pidhotovky maibutnikh uchyteliv matematyky do formuvannia pidpryiemlyvosti ta finansovoi hramotnosti uchniv bazovoi shkoly [Some aspects of the methodology of training future mathematics teachers for the formation of entrepreneurship and financial literacy of elementary school students]. Aktualni pytannia pryrodnycho-matematychnoi osvity. Zbirnyk naukovykh prats Sumskoho derzhavnoho pedahohichnoho universytetu imeni A.S.Makarenka – Current issues of science and mathematics education. Collection of scientific works of A.S. Makarenko Sumy State Pedagogical University, 2 (22), 123 – 133. https://doi.org/10.5281/zenodo.10548882 (in Ukrainian)
Tkach, Yu.M. (2011). Zadachi ekonomichnoho zmistu v matematytsi [Problems of economic content in mathematics]. Kharkiv: Vyd-vo «Ranok». (in Ukrainian)
Althauser, K., & Harter, C. (2016). Math and Economics: Implementing Authentic Instruction in Grades K-5. Journal of Education and Training Studies, 4(4). URL: https://files.eric.ed.gov/fulltext/EJ1088512.pdf
Civil, M., & Khan, L. H. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, 7, 400-420. URL: http://www.nctm.org/publications/toc.aspx?jrnl=tcm
Weiss, I. R., & Pasley, J. D. (2004). What is high-quality instruction? Educational Leadership, 61(5), 24-28. http://www.ascd.org/publications/educational-leadership.aspx
Posnanski, T.J., Schug, M. C., & Schmitt, T. (2008). Can students learn economics and personal finance specialized elementary school? URL: https://files.eric.ed.gov/fulltext/EJ782147.pdf
Yunikawati, N. A., Priambodo, M. P., Puspasari, E. Y., & Istiqomah, N. (2021). Is it Important for Elementary School Students to Learn the Basics of Finance? KnE Social Sciences, 5(8), 41–48. https://doi.org/10.18502/kss.v5i8.9346.
Downloads
Published
Issue
Section
Categories
How to Cite
License
Copyright (c) 2024 Наталія Акименко, Ольга Папач, Ольга Яковлєва
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
