MATHEMATIC COMPETENCE AS THE BASIS OF PROFESSIONAL PREPARATION FOR FUTURE ECONOMIES

Introduction. Today, in the economic science, the mathematical model is put into the foreground as an effective tool for research and forecasting the development of economic processes and phenomena. Therefore, the formation of mathematical competence for future economists is extremely relevant and important. Purpose. An analysis of the problem of forming the mathematical competence of future economists in the study of mathematics in higher education institutions and determining its role and place in the training of economists. Methods. a) theoretical analysis of psychological, scientific and pedagogical literature on the research problem; b) empirical-pedagogical observation, questioning, pedagogical experiment and methods of mathematical statistics for the processing of the obtained results. Results. The peculiarity of the notion of «mathematical competence of economists» is that: 1) it is a complex, systemic property of the individual; 2) it relies on the availability of mathematical knowledge, skills, skills, methods of activity; 3) manifests itself in readiness to use mathematical knowledge to effectively solve various economic problems. Proceeding from the content of the mathematical competence of economists in its structure includes the following components: cognitive; value-content; application component; research The process of studying mathematical disciplines in the higher economic educational institution, takes place in three stages of its development: the general developer; orientational-professional; general professional. To the factors influencing the formation of mathematical competence, future economists should include: • Insufficiently presented and systematically presented materials, methodologies aimed at interdisciplinary integration of mathematics and economics. • the lack of a balance between the ever-increasing amount of training information and the reduction of the number of hours for the study of topics, ie, the lack of time to study, which impedes the implementation of the link integrative component of training. • There are few cognitive students, due to the lack of visible relationships between the learning process and future professional activities, which reduces the motivation for learning and the use of mathematical methods and models. Originality. For the first time, the definition of the concept of «mathematical competence of economists» is formulated, its definition is formulated, its structure is described. The factors influencing the formation of mathematical competence of future economists and the group of professionally important qualities of specialists are highlighted. Conclusion. Considering and analyzing the problem of forming the mathematical competence of future economists in a higher educational institution, it should be noted that a modern economist must possess modern economic and mathematical methods, be able to use them to simulate real economic situations, because it allows him to master the theoretical issues of the modern economy, contributes to the increase level of qualification and general professional culture of a specialist. Prospects for further development of the problem under investigation are: to identify qualitative differences in the content content of plans and programs for the formation of professional and mathematical competence of economists, depending on their specialization; development of students' culture in the process of mastering economic and mathematical competences; improvement of mathematical competence of specialists of economic activity in the system of professional development.