2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2019-5-2-0-31689PEDAGOGICSThe role of mathematics courses in creating and developing students’ research competencies within the social and economic fieldThe role of mathematics courses in creating and developing students’ research competencies within the social and economic fieldSergeevaMarina GeorgiyevnaSergeevaMarina Georgiyevnasergeeva198262@mail.ru20195200

Modern social trends are favourable for researchers who can improve social and economic reality, analyze contemporary tendencies in the mentioned areas and develop more productive theories and strategies that allow people to resist the menacing issues of today’s world. Hence, training specialists in social and economic areas should be regarded as a key priority. It is crucial to endow students of relevant specialties with basic mathematical knowledge and skills, to help these people fulfill their professional functions and use the main data sources, along with various mathematical methods, which can be efficiently used within economics and sociology. In conformity with the results of the experiment, only 8.6% have shown a high prepadeness level, while the vast majority has demonstrated an average (46.9%) and a low (44.5%) level. A desire to fulfill scientific research has been identified in as few as 13.6% of the participants. Most respondents (64.2%) do not think that they will need mathematics in their future profession. The obtained information demonstrates that goal-centered activity provides for the formation of successful educational space for future specialists. The study includes the quantitative and qualitative analysis of the information obtained within the pedagogical experiment. Based on this research, we have defined certain educational factors (aspects) which increase the effectiveness of the future specialist. They are mental-value, organizational and value-focused. Individuals with high level of creativity commonly see research activity as a factor of considerable inner motivation: their mental vigour exceeds intellectual efforts necessary to achieve positive results. This motivation should be heeded and maintained by the educator, as well as the student’s desire to suggest an unusual way to solve a standard mathematical assignment.

Modern social trends are favourable for researchers who can improve social and economic reality, analyze contemporary tendencies in the mentioned areas and develop more productive theories and strategies that allow people to resist the menacing issues of today’s world. Hence, training specialists in social and economic areas should be regarded as a key priority. It is crucial to endow students of relevant specialties with basic mathematical knowledge and skills, to help these people fulfill their professional functions and use the main data sources, along with various mathematical methods, which can be efficiently used within economics and sociology. In conformity with the results of the experiment, only 8.6% have shown a high prepadeness level, while the vast majority has demonstrated an average (46.9%) and a low (44.5%) level. A desire to fulfill scientific research has been identified in as few as 13.6% of the participants. Most respondents (64.2%) do not think that they will need mathematics in their future profession. The obtained information demonstrates that goal-centered activity provides for the formation of successful educational space for future specialists. The study includes the quantitative and qualitative analysis of the information obtained within the pedagogical experiment. Based on this research, we have defined certain educational factors (aspects) which increase the effectiveness of the future specialist. They are mental-value, organizational and value-focused. Individuals with high level of creativity commonly see research activity as a factor of considerable inner motivation: their mental vigour exceeds intellectual efforts necessary to achieve positive results. This motivation should be heeded and maintained by the educator, as well as the student’s desire to suggest an unusual way to solve a standard mathematical assignment.

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