Mathematical Literacy as a Component of an Economist's Professional Competence

Abstract

The article aims to theoretically substantiate the essence and role of mathematical literacy in forming future economists' professional competence, and to define effective pedagogical conditions for its development.

Methods: Methods included theoretical analysis, synthesis, comparison, and generalization of scientific literature on mathematical and economic education, and higher school pedagogy. This facilitated systematizing data on mathematical literacy's phenomenon, its link to economic professional activity, and identifying effective pedagogical strategies.

Results: The multifaceted nature of "mathematical literacy" was explored, leading to an author's vision: an economist's integrative quality combining deep mathematical understanding with the ability to apply it for analyzing economic phenomena, solving problems, and making informed decisions. Mathematical literacy is shown to integrate organically into an economist's professional competence, strengthening key components and fostering analytical and quantitative thinking. Effective competence formation necessitates updated content and modern pedagogical approaches, including a competency-based, activity-oriented approach, interactive learning, case technologies, and considering teacher's role and student motivation.

Conclusions: Mathematical literacy is a fundamental, critically important element of an economist's professional competence. Its effective formation requires a systemic approach, focusing on practical knowledge application, critical thinking, and financial literacy development, achieved through modern interactive methods and qualified pedagogical support.