The efficiency of computer-oriented methods of teaching mathematical statistics to students of economic and mathematical specialties of pedagogical universities is theoretically substantiated, developed and experimentally tested in the dissertation.
Based on the theoretical analysis of the research problem and the results of the ascertaining stage of the pedagogical experiment, it was found that the urgency of the problem of creating CBMT mathematical statistics is due to many factors, the main of which connected with the existing contradictions between: rapid updating of computer-based technologies that are used by the future specialists in their educational and professional activities, and insufficient scope or outdated content of their use in the process of teaching statistics; professional requirements for the future bachelor’s in mathematics or economics level of formation of the ability to create and research mathematical and computer models and the students’ real level of formation of the relevant competencies.
Based on the analysis of psychological, pedagogical and methodological conditions, the requirements and relevant recommendations for all components of the methodological system of teaching mathematical statistics in the implementation of CBMT were formulated. A model of computer-oriented methods of teaching mathematical statistics has been developed, which includes theoretical and methodological bases, all components of a computer-oriented methodical system of teaching statistics, evaluation and correction blocks.
The specified goals of teaching mathematical statistics and requirements for their formation are presented: when determining cognitive goals it is necessary to take into account the need of forming the ability to use modern mathematical statistics in professional activities to solve applied problems of economic content using modern information technologies and software in future specialists. This leads to the need to form students' knowledge and skills that provide mastery of methods of statistical analysis, modern software packages used in professional analytical activities, skills and programming skills of individual statistical procedures and functions.
Based on the analysis of the content of educational material, as well as the possibilities of computer support of the course, the requirements to the content of theoretical training and the system of tasks in statistics are formulated: subordination of all content units to the main learning objectives; structuring and systematization of the content of theoretical training taking into account modern requirements, the principle of scientificity, as well as opportunities to intensify the study of theoretical material with the help of ICT; typification of educational tasks according to the features and role of application of information and communication technologies in their solution; adherence to the sequence of presentation of theoretical material and tasks of one group of principles: from simple to complex, from standard to creative, from concrete to abstract; ensuring the relationship between basic and ditance studying. It is substantiated and experimentally verified that, when creating and implementing CBMT statistics it is necessary to use a system of consecutive interconnected mathematical-statistical, practical and professionally-oriented problems, the solution of which involves the use of different types of software, which creates conditions for students for further professional training and future professional activity.
Teaching aids have been created and methodological support for laboratory-practical classes in statistics has been developed, which provides for the use of computer-oriented support through the development and application of: computer mathematics systems, LMS e-learning platforms developed by the author of software for computer testing, applications general purpose software, programming languages (R, Python, etc.). Developed and presented tools of computer-based learning technologies provide an opportunity to flexibly combine traditional methods and forms of learning with innovative ones, intensifying the educational and cognitive activities of students.
An experimental test of the effectiveness of the developed components of computer-oriented methods of teaching mathematical statistics, which confirmed the conclusions about the effectiveness of its implementation in the educational process. The analysis showed a statistically significant increase in the levels of formation of students' ability to apply methods and basic procedures of statistical analysis, the development of skills of mathematical and statistical modeling of economic.
