Integrative Teaching of Mathematics as a Means of a Forming Modern Economist
Keywords:
Profilization of teaching mathematics, integrative model, contextual approach, content-based teaching, computer workshop.
Abstract
Introduction: A modern specialist in practically any field should not only possess professional expertise but also have a good command of modern computer technologies and main mathematical methods of data modeling and processing. It is employers’ requirements and, at the same time, students’ demands to receive this exact type of education. The study examines various ideas of educator-researchers striving to change the educational process to match the new goals. Meanwhile, the authors place the main emphasis on teaching mathematics. Drawing on the experience of teaching at the Financial University under the Government of the Russian Federation, the authors propose an integrative model of teaching mathematics that utilizes the contextual approach and content-based teaching.
Materials and Methods: The main methods of the study are the analysis of scientific works and pedagogical modeling based on the following methodological approaches: competency-based, integrative, activity-based, as well as the concept of the zone of proximal development. The authors place special importance on the contextual approach and content-based teaching.
Results: The analysis of works confirms the significance and relevance of interdisciplinary courses. The necessary modernization of the educational process and its contents is based on the integrative approach. The contextual approach is increasingly used in higher education to reinforce professional orientation. As for content-based education, it is currently used only in foreign language teaching. Within this study, the authors propose an integrative model of teaching mathematics at economics universities. To enforce the focus on the application in basic student training, the contextual approach is utilized which allows giving professional substance to the content of an educational course. The second part of the model is content-based teaching. The authors enhance its potential uses and believe that studying interconnected subjects together allows one to show common patterns and makes the educational process more efficient, intensive and mindful.
Discussion and Conclusions: The relevance of having command of mathematical methods and computer technologies for multidisciplinary specialists makes it possible to generalize the creative model by adding various professional contexts.
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References
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Mierdel, J., Bogner, F.X. (2019). Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models. Education science, 9(2), 115.
Nakakoji, Y., Wilson, R. (2018). First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering. Education science, 8(1), 8.
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Panarina, S.S. (2017). The pedagogical model of organizing joint educational adult students activities in additional professional programs. Siberian Pedagogical Journal = Sibirskij pedagogicheskij zhurnal, 5, 62–69. Retrieved September 20, 2019: https://elibrary.ru/item.asp?id=30488596
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Shadrikov, V.D. (2019). Personnel for an innovative economy: what is the real situation with their training? Higher education today = Vysshee obrazovanie segodnya, 6, 2–10.
Shinysherova, G.B., Yessimov, B.K., Childibayev, J., Tuleubayev, Z., Ziyayeva, G.K., Alpysbaikyzy, M. (2018). Organizationally-Рedagogical Aspect of Preparation of Students to Professional Activity in the Process of Educational Practice. Journal of Social Studies Education Research, 9(1), 1-10. Retrieved September 2019 from: https://dergipark.org.tr/download/article-file/496786
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Tareva, E.G., Tarev, B.V. (2018). The assessment of students' professional communicative competence: new challenges and possible solutions. XLinguae, 11(2), 758-767.
Ting, Y.L.T. (2010). CLIL appeals to how the brain likes its information: examples from CLIL-(Neuro) Science. International CLIL Research Journal, 1(3), 1–18. Retrieved from: http://www.icrj.eu/13-73
Ting, Y.L.T. (2011). CLIL…not only not immersion but also much more than the sum of its parts. English Language Teaching Journal, 65(3), 314–317.
Verbitskiy, A.A. (2017). Theory and technologies of context education. Moscow: MPGU Publ., 266. Retrieved September 20, 2019 from: http://www.iprbookshop.ru/72517.html
Voskoglou, M. (2019). Comparing Teaching Methods of Mathematics at University Level. Education science, 9(3), 204.
Wood, L.N. (2011). Professional development for teaching in higher education. International journal of mathematical education in science and technology, 42(7), 997–1009.
Xabier, S.I. (2018). Innovations and Challenges in CLIL Implementation in Europe. Theory Pract, 57, 185–195.
Yadrovskaya, M.V. (2013). Models in pedagogy. Bulletin of Tomsk State University = Vestnik Tomskogo gosudarstvennogo universiteta, 366, 139–143. Retrieved September 20, 2019: http://journals.tsu.ru/vestnik/&journal_page=archive&id=879&article_id=1228
Yadrovskaya, M.V. (2014). Modeling professional training at a Technical University. News of the Saratov University. New series. Philosophy. Psychology. Pedagogy = Izvestiya Saratovskogo universiteta. Novaya seriya. Filosofiya. Psihologiya. Pedagogika, 14(4), 108–113. Retrieved September 20, 2019: https://elibrary.ru/item.asp?id=22869498
Yanushchik, O.V., Dalinger, V.A. (2017). Contextual mathematical problems and the formation of basic competencies. Higher education in Russia = Vysshee obrazovanie v Rossii, 3(210), 151–154. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=28863458
Artyuhina, M.S. (2018). Contextual model of professional education. In: Innovative technologies in science, transport and education: a collection of articles of the international scientific and methodological Internet conference. Moscow: Russian University of Transport (MIIT), 19–23. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=36962457
Artyuhina, M.S., Artyuhin, O.I. (2018). Contextual technologies as a motivational component of mathematical education. Continuum. Mathematics. Informatics. Education = Sontinuum. Matematika. Informatika. Obrazovanie, 3(11), 99–104. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=36379533
Belyaeva, I.G., Samorodova, E.A., Voron, O.V., Zakirova, E.S. (2019). Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies. Education sciences, 9(3), 171.
Cheung, G., Wan, K., Chan, K. (2018). Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers. Education science, 8(1), 31.
Climatic, I.I., Karpova, S.V., Kondrakhina, N.G. (2019). Theoretical and methodological approach to financial literacy through content and language integrated learning: monograph. Moscow: RUSAINS, 400.
Dubinina, G.A. (2015). On the issue of providing professional orientation training in a foreign language. Bulletin of the Moscow state linguistic University = Vestnik Moskovskogo gosudarstvennogo lingvisticheskogo universiteta, 725, 178–187. Retrieved September 20, 2019 from: http://libranet.linguanet.ru/prk/Vest/vest-725.pdf
Dvoryatkina, S.N., Dyakina, A.A., Rozanova, S.A. (2017). Synergy of humanitarian and mathematical knowledge as a pedagogical condition for solving interdisciplinary problems. Education Integration = Integraciya obrazovaniya, 21(1), 8–18.
Förtsch, S., Förtsch, C., Von Kotzebue, L., Neuhaus, B. (2018). Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement. Education science, 8(3), 118.
Hsu, T., Chang, Sh., Hun, Y. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296-310.
Jacob, W.J. (2015). Interdisciplinary trends in higher education. Palgrave communications, 21(1), 1–5.
Jacob, W.J., Xiong, W., Ye, H. (2015). Professional development programs at world-class universities. Palgrave communications, 1(2), 1–27.
Jacob, W.J., Xiong, W., Ye, H., Wang, S., Wang, X. (2018). Strategic best practices of flagship university professional development centers. Professional Development in Education. DOI: https://doi.org/10.1080/19415257.2018.1543722
Katsaounidou, A., Vrysis, L., Kotsakis, R., Dimoulas, C., Veglis, A. (2019). MAthE the Game: A Serious Game for Education and Training in News Verification. Education science, 9(2), 155.
Klarin, M.V. (2016). Innovative Learning Models: A Study of World Experience. Moscow: Luch, 640. Retrieved September 20, 2019: https://social.hse.ru/data/2017/07/17/1170756123/Кларин_ИнновацОбучение.pdf
Konnova L.P., Rylov A.A., Stepanyan I.K. (2016). Integrative approach to basic mathematical training of economists. Financial University Bulletin = Vestnik Finansovogo Universiteta, 20(5), 158-166. Retrieved September 20, 2019: http://old.fa.ru/dep/vestnik/Documents/VFU%205_2016.pdf
Konnova L.P., Rylov A.P., Stepanyan I.K. (2018). The Context and Content Approaches to Teaching Mathematics at The Economic University. The European Proceedings of Social & Behavioural Sciences, 236-245.
Konnova, L.P., Lipagina, L.V., Rylov, A.A., Stepanyan, I.K. (2019a). Early profiling in teaching mathematics to future economists and managers: a scientific monograph. Moscow: Prometej, 232.
Konnova, L.P., Rylov, A.A., Stepanyan, I.K. (2018). Context approach as a way of early profilization discipline of high school. Standards and Monitoring in Education = Standarty i monitoring v obrazovanii, 6(4), 15-20.
Konnova, L.P., Rylov, A.A., Stepanyan, I.K. (2019b). Mathematical analysis: a practice-oriented course with case studies: a textbook for undergraduate study for 38.03.01 “Economics” and 38.03.02 “Management”. Moscow: Prometej, 280.
Lodatko, E.A. (2014). Typology of pedagogical models. Vector science of Togliatti State University. Series: Pedagogy, Psychology = Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya: Pedagogika, psihologiya, 1(16), 126–128. Retrieved September 20, 2019: https://elibrary.ru/item.asp?id=21575522
Makarova, Е.Е. (2008). Maintenance and a structure of the integrative approach in higher professional education. Integracija obrazovanija = Integration of education, 3, 8–11. Retrieved September 20, 2019 from: http://edumag.mrsu.ru/content/pdf/08-3.pdf
Mayes, R., Natividad, G., Spector, J.M. (2015). Challenges for Educational Technologists in the 21st Century. Education science, 5, 221–237.
Mierdel, J., Bogner, F.X. (2019). Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models. Education science, 9(2), 115.
Nakakoji, Y., Wilson, R. (2018). First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering. Education science, 8(1), 8.
Nasonova, E.E., Batyukov, M.V., Grechushkin, V.A. (2017). Contextual approach to training future economists in continuing education. Science and business: development paths = Nauka i biznes: puti razvitiya, 5(72), 28–31. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=29108697
Nikitin, O.D. (2017). The pedagogical model of creative development of pedagogical universities students: a monograph. Moscow: FGBNU «IHOiK RAO», 216. Retrieved September 20, 2019: http://www.art-education.ru/sites/default/files/u40/nikitin_pedagogicheskaya_model_kreativnogo_razvitiya_studentov_pedagogicheskih_vuzov.pdf
Nuriev, N.K., Starygina, S.D., Gibadullina, E.A. (2016). Didactic Engineering: Designing Next-Generation Learning Systems. Education Integration = Integraciya obrazovaniya, 20(3), 393–406.
Panarina, S.S. (2017). The pedagogical model of organizing joint educational adult students activities in additional professional programs. Siberian Pedagogical Journal = Sibirskij pedagogicheskij zhurnal, 5, 62–69. Retrieved September 20, 2019: https://elibrary.ru/item.asp?id=30488596
Rodionov, M.A., Fedoseev, V.M., Dedovec, Z.H., Shabanov, G.I., Akimova, I.V. (2018). Design features of the technological component of the integrated methodological system of mathematical training of future engineers. Education Integration = Integraciya obrazovaniya, 22(2), 383–400.
Shadrikov, V.D. (2019). Personnel for an innovative economy: what is the real situation with their training? Higher education today = Vysshee obrazovanie segodnya, 6, 2–10.
Shinysherova, G.B., Yessimov, B.K., Childibayev, J., Tuleubayev, Z., Ziyayeva, G.K., Alpysbaikyzy, M. (2018). Organizationally-Рedagogical Aspect of Preparation of Students to Professional Activity in the Process of Educational Practice. Journal of Social Studies Education Research, 9(1), 1-10. Retrieved September 2019 from: https://dergipark.org.tr/download/article-file/496786
Somova, M.N. (2015). Model of mathematical competence of a bachelor - future economist. In: Actual problems of the quality of mathematical training of schoolchildren and students: methodological, theoretical and technological aspects: materials of the III All-Russian scientific-methodological conference. Krasnoyarsk, November 2–3. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=24301348
Tareva, E.G., Tarev, B.V. (2018). The assessment of students' professional communicative competence: new challenges and possible solutions. XLinguae, 11(2), 758-767.
Ting, Y.L.T. (2010). CLIL appeals to how the brain likes its information: examples from CLIL-(Neuro) Science. International CLIL Research Journal, 1(3), 1–18. Retrieved from: http://www.icrj.eu/13-73
Ting, Y.L.T. (2011). CLIL…not only not immersion but also much more than the sum of its parts. English Language Teaching Journal, 65(3), 314–317.
Verbitskiy, A.A. (2017). Theory and technologies of context education. Moscow: MPGU Publ., 266. Retrieved September 20, 2019 from: http://www.iprbookshop.ru/72517.html
Voskoglou, M. (2019). Comparing Teaching Methods of Mathematics at University Level. Education science, 9(3), 204.
Wood, L.N. (2011). Professional development for teaching in higher education. International journal of mathematical education in science and technology, 42(7), 997–1009.
Xabier, S.I. (2018). Innovations and Challenges in CLIL Implementation in Europe. Theory Pract, 57, 185–195.
Yadrovskaya, M.V. (2013). Models in pedagogy. Bulletin of Tomsk State University = Vestnik Tomskogo gosudarstvennogo universiteta, 366, 139–143. Retrieved September 20, 2019: http://journals.tsu.ru/vestnik/&journal_page=archive&id=879&article_id=1228
Yadrovskaya, M.V. (2014). Modeling professional training at a Technical University. News of the Saratov University. New series. Philosophy. Psychology. Pedagogy = Izvestiya Saratovskogo universiteta. Novaya seriya. Filosofiya. Psihologiya. Pedagogika, 14(4), 108–113. Retrieved September 20, 2019: https://elibrary.ru/item.asp?id=22869498
Yanushchik, O.V., Dalinger, V.A. (2017). Contextual mathematical problems and the formation of basic competencies. Higher education in Russia = Vysshee obrazovanie v Rossii, 3(210), 151–154. Retrieved September 20, 2019 from: https://elibrary.ru/item.asp?id=28863458
Published
2020-02-20
How to Cite
Konnova, L., Rylov, A., & Stepanyan, I. (2020). Integrative Teaching of Mathematics as a Means of a Forming Modern Economist. Amazonia Investiga, 9(26), 486-497. https://doi.org/10.34069/AI/2020.26.02.56
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