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INTEGRATIVE EDUCATION AS A TOOL FOR FORMATION OF PROFESSIONAL-
MATHEMATICAL COMPETENCE OF FUTURE ECONOMISTS
G.S. Xujaniyozova
Senior Lecturer, Department of Higher and Applied Mathematics, TSUE
Annotation.
The article discusses the integration of theory and practice in the educational process
to improve the quality of training of future economists, in particular, interdisciplinary connection
in mathematics education, professional orientation, and training of professionals with professional
and mathematical competence through integrative education.
Keywords:
integration, educational integration, levels of integration, issue of economic content,
practical orientation, mathematical model, mathematical modeling, competence, levels of
professional-mathematical competence.
Over the past four years, Uzbekistan has seen economic growth as a result of socio-economic
changes. These processes put before the education system the task of training a new generation of
personnel for the renewed Uzbekistan.
Raising the process of training economists to a qualitatively new level, its competitiveness in the
labor market depends on many factors, including the mathematical training of the specialist.
Despite a number of systematic measures aimed at improving the quality and effectiveness of
mathematics education in the training of future economists, the slowness of these processes
indicates the need to implement the following measures:
- Further improvement of the economic-semantic-methodological direction within the course of
mathematics at all stages of continuing education;
- Development and implementation of the content and essence of the science program in
accordance with the practical tasks of the industry to develop the skills of graduates to solve
practical problems related to certain economic processes;
- Improving the methodological development of mathematics teaching (game methods) based on
the modeling of processes in professional activities, including the implementation of the
principles of interdisciplinary connection with general professional subjects, professional
orientation in the teaching of mathematics;
- To develop the skills of graduates to apply their knowledge of mathematics in technology in the
real sector of the economy, as well as in practical and scientific activities.
One of the conditions for overcoming the identified problems is to improve the quality of
education based on an integrated approach.
Issues of integration in education have been widely studied by Uzbek pedagogical scientists (E.O.
Turdikulov, R.H. Djuraev, O. Abdukuddusov, O.I. Avazbaev, O.Q. Tolipov, N. Hurboev, R.G.
Safarova and others).
Integration is the process of bringing things together into a whole, a whole, a system, a whole set
of knowledge about nature, the orientation of knowledge in different disciplines to a single goal. It
represents the integrity of the universe.
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The need for mathematical knowledge aimed at solving problems related to the professional
activity of future economists is related to the need to form the mathematical competence of the
economist.
Competence does not mean the acquisition of individual knowledge and skills by the student, but
the acquisition of integrative knowledge and actions in each independent direction. In terms of the
requirements for the level of professional training of graduates, competence refers to the ability of
students to apply a set of knowledge, skills and methods of activity in specific situations [1].
M.V. Noskov and V.A. Shershneva suggest a three-component structure of bachelor's
mathematical competence: 1) mathematical knowledge, skills, abilities; 2) ability to
mathematically model knowledge in the field of professional activity; 3) ability to use information
and communication technologies in the process of mathematical modeling [2].
In our opinion, the concept of professional-mathematical competence of future economists is the
result of his integrative, dynamically evolving education, reflecting the integrity of his theoretical
mathematical training and the ability to construct a mathematical model for solving professionally
oriented economic problems, competent application of mathematical methods.
One of the indicators of the integration of mathematical education is the level of its
implementation (interdisciplinary relations, interdisciplinary relations, integrity).
The level of interdisciplinary communication is carried out within the framework of the course
"Mathematics for Economists". The level of interdisciplinary communication is carried out within
the framework of the course "Mathematics for Economists". At the intramural level, students
develop basic knowledge, skills and competencies as a result of mastering such sections as
"Linear Algebra and Analytical Geometry", "Mathematical Analysis", "Probability Theory and
Mathematical Statistics". Students develop basic mathematical knowledge, skills and
competencies.
The next level of integration of mathematics education is the level of interdisciplinary relations.
The level of interdisciplinary relations provides for the integration of the course "Mathematics for
Economists" and general professional disciplines (economic theory, microeconomics,
macroeconomics, finance, etc.). At this level, the integration of academic disciplines is carried out
on the basis of mathematics, but in this case, each of the interacting subjects retains its own
conceptual basis.
The degree of integrity of the integration of mathematical education is a high level of integration
of mathematical education in the preparation of future economists in the process of production
practice, research work, course work on special subjects and graduation theses. In this activity,
future economists develop the skills of independent application of mathematical knowledge in
solving professional problems.
Defining, planning and implementing the goal of integration of mathematics education in
accordance with the established levels leads to the formation of the student's professional-
mathematical competence (MMC). The formation of the economist's professional-mathematical
competence as a result of integration in accordance with the three levels of the integration process
(within science, interdisciplinary and integrity) is characterized by the following three levels:
PMC - 1, PMC – 2 , PMC – 3.
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Formed levels of professional-mathematical competence are viewed as the goal and outcome of
the integration of mathematical education and are assessed through the readiness and ability of
graduates to construct and solve mathematical models of professional problems.
The purpose of the integration of mathematical education is the formation of mathematical
knowledge, skills, abilities, personal qualities included in the content of professional
mathematical competencies in students, the implementation of which determines the level of
formation of mathematical competence of future economists (Table 1).
Table 1
Levels of formation of mathematical competence as a result of integrative learning
Level
of
integration
Competence
level
Parameters
of
mathematical
competency
Criteria
Relationships
within science
PMC-1
Have
mathematical
knowledge; knowledge
of
mathematical
modeling,
implementation
of
formalization
and
interpretation methods
as key components of
modeling skills.
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Existence
of
motivation to study
mathematics,
to
have
practical
mathematical
and
fundamental
knowledge
necessary for future
professional activity.
Interdisciplinary
relations
PMC-2
Be able to apply the
method
of
mathematical modeling
in solving practical
problems of economic
content.
Selection,
justification
and
application
of
mathematical
methods in solving
practical problems
of
economic
content;
case
solution analysis.
Integrity
PMC-3
Use of mathematical
methods as a means of
solving
professional
problems; independent
planning
and
implementation
of
mathematical modeling
of economic processes.
Mathematical
knowledge
and
skills in solving
professional
problems, readiness
to
apply
skills
independently.
References
1. Muslimov N.A. Theoretical and methodological bases of professional formation of a teacher of
vocational education: Diss. dokt.ped.nauk. - Tashkent. 2007. - 316 p.
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eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 06 (2025)
37
2. Noskov, M. V. Competence approach to teaching mathematics in technical universities / M. V.
Noskov, V. A. Shershneva // Vysshee obrazovanie v Rossii. - 2005. - № 4. - p. 36-40.
3. Turdiqulov E.O. Content of modern natural sciences and problems of their integrated teaching
// Pedagogical conditions of integrated teaching of sciences: Materials of the Republican
scientific-practical conference. - Tashkent: O'zPFITI., 2007. - Б. 9-21.
