THE MODEL OF DEVELOPMENT OF MATHEMATICAL COMPETENCE OF ECONOMIC SPECIALTIES STUDENTS IN HIGHER EDUCATION INSTITUTIONS

The overriding priority of higher professional economic education system – is to prepare competitive managing economists with high level of professional competence, demanded in employment market. The article reviews the model of development of mathematical competence of economic specialties students as a part of their professional competence. The model has hierarchic structure wherein every low-level stage element is a mean to achieve higher level element.

The first element of this model – is objective, provides the sustainable organization of educational process and consists of three objective levels: general, gradual and practical.

The next component – is substantial, that contains of all the elements, relations, connections, processes, development tendency of the mathematical education system.

Organizational element of this model is realized through interactive education, based on the principles of continuance, permanence, problematic, personalized, differential, functional and systematic, competency building and contextual approaches.

Functional components of this model – are planning, motivation, organizational work, monitoring and communication.

The final structural component of the mathematical competence development model – is evaluative. The sense of this component is to define the level of development of mathematical competence of students – future economists.

Abovementioned structurally-functional model has following characteristics: adaptiveness (flexibility to the individual peculiarities of any student), openness (possibility of changing components, their interrelation), and responsiveness (ability of variation of understanding educational material content and prefer interactive educational methods).