Danylchuk O. Methodology of implementing self-directed learning of students of economic specialties in the process of professionally oriented mathematics teaching

This thesis research is dedicated to the problem of implementation of self-directed learning of students of economic specialties in the process of professionally oriented mathematics teaching. Based on the analysis of psychological and pedagogical literature on the research problem, we have determined and substantiated the principles of implementation of self-directed learning of students (motivation, individualization, activization of training, differentiated realizability, professional orientation, implementation of interpersonal relations). We have improved the types and forms of self-directed learning of students in mathematics, methods of using teaching aids, conditions for providing the optimal combination of classroom work and out-of class activities based on the principles of a competent approach. We have proved that effective self-directed learning in the process of professionally oriented mathematics teaching is a manifestation of high level of educational activity implementation and conditioned by individual-psychological qualities of a student as its subject. We have developed and scientifically substantiated the model of implementation of self-directed learning of students in the process of mathematics teaching in higher educational institutions and its teaching and methodological support at different stages of training. Didactic complex of providing self-directed learning is represented by task and computer didactic resources, the use of which is suggested for developing the need for self-education and self-improvement, to build professional competences of future economists. We have proved that the model is aimed at providing cosequent training of highly-qualified professionals. We have examined by experiment the effectiveness of the suggested methodology of implementing self-directed learning of students in the process of mathematics teaching, which enabled to improve the quality of their mathematical education, as well as to promote productive independent educational and cognitive activity of future economists in the process of studying other academic subjects.