SOLVING SCHOOL PROBLEMS OF INTEGRATIVE CONTENT: MATHEMATICS AND ECONOMICS

The article is dedicated to the disclosure of the peculiarities of the formation of the skills of high school students to solve and investigate problems of integrative content offered in mathematics and economics courses. The purpose of the article is to highlight the methodology of implementing an integrative approach through the formation of high school students' skills to solve and investigate problems of integrative content with mathematical and economic components. Theoretical methods were used during the research: an analysis of psychological and pedagogical literature on the research problem; empirical methods: pedagogical observation of the educational and cognitive activity of students, conversations with teachers of mathematics and economics. The article analyzes the possibilities of implementing integrative connections between mathematics and economics using problems of integrative content. The authors focused their attention on the functional dependencies and their operations. The leading mathematical model of the article was the elasticity of the function, that is often used as a mathematical model in economic problems. The conducted research made it possible to reveal the content of methodological conditions under which the use of the described integrative approach in the process of real learning will acquire methodological expediency in the context of the formation of students' knowledge and skills of integrative activity. Firstly, it is advisable to implement an integrative approach in the teaching of mathematics and economics using creative components of activities for modeling and researching the models in the problems of integrative content. Secondly, the selection of the scope of implementation of the integrative approach is carried out taking into account the general goal of organizing the educational activities of students (or subjects of education); in other words, the problem of choosing the type or extent is a kind of heuristic, and therefore it is the problem of the set goal and depends only on the teacher's planning of the possible (or necessary) breadth of the field of possibilities for the educational activities of the school students (or university students). Thirdly, when implementing the integrative approach, the teacher (pedagogue) of mathematics (economics) organizes the process of mental unification of the components of mathematical and economic competences according to their essential features; and therefore, when carrying out the described educational work, the method of generalizing students' knowledge and skills is productive for use. At the same time, the components of the integrated material are divided into interconnected classes according to the most significant features of their similarity. At the final stage – the process of direct formation of integrative connections – there is a systematization, or the unification of the classes of the components of the integrated material into a single entity with the further synthesis of new knowledge.