МАТЕМАТИКА/ 2.Перспективы информационных систем

PsD Kolesnichenko S.V.

National Mineral Resources University, St. Petersburg, Russia

Current Issues Teaching Mathematical Courses

I think that no one will doubt the fact that one of the most important disciplines in the development to ensure any specialist is a tick higher mathematics (or mathematics). Most teachers of technical and humanitarian institutions to assume that the content of mathematics almost unchanged, while time-name as a form of representation for learning can have a very significant the range. Recently, with the development of computer science, as well as the development environment and hardware programming modern teacher may be represented by a large number of ready-made programs. The decisive factor for the Application of practical certain techniques, knowledge bases, and software products is rennee internal desire to improve the teaching process, the target orientation of students, as well as provision of the necessary technical facilities of the university. In this regard, there are a number of topical issues (directions) development and improvement-tence of the process of teaching mathematics.

At present, the scientific, educational and administrative - the bureaucracy often used the term "educational environment" (ITS) [1]. It seems that the expansion of this concept is not coming from scientists and educators, but rather, from the chinovnikov in education, which once think about the purity of scientific definitions. Analysis of multiple definitions of ITS suggests that a combination of (most systems), various subsystems, security: information, technical and educational direction is provided by the learning process, as well as participants in the educational process. As an option for discussion should be formalized interpretation of the concept. Information and Learning Environment (ILE) - it's educational system (PC) plus its support, i.e. subsystem of financial, economic, logistical, legal and marketing, management. Indeed, in some ideal situation, to understand the complex phenomena and to develop scientific advice, it is appropriate to formalize the process, to develop mathematical and descriptive models of the phenomenon. Research conducted at the Institute of Educational Technology MESI, showed that the training process that takes place in a classic case of full-time education and the process under way, such as the Internet - learning are described by a theoretical model. So it should be, and this is the power of science, different processes can be described by a theoretical model. Most educators and practitioners concerned with the theory, as an unfortunate necessity. This is wrong, as the theoretical model describes the pedagogical process is invariant to the one in which the process of the educational environment. Example confirming this judgment, is to compare the schools parapatetikov in Plato (378 BC), when knowledge was passed from student to teacher, while walking in the garden, or in the halls of the modern university, and finally, in the virtual university - teaching processes take place in the educational system, the elements of which are entities whose names follow logically from the researcher set of questions, namely: who teaches, who teach what they teach, with what and how to teach.

Another interesting trend is the development of processes of pedagogy of the integrated use of information and communication technologies (ICT). Thus, teaching students to use the tools for a variety of tasks is an important area of information technology training of students in the humanities in Technicalities. [2] To study various aspects of the application of ICT in future careers in the standard for humanities disciplines there are only two block - "Mathematics and Computer Science" and "The use of information and communication technologies in the educational process," as well as individual sections of courses "Theory and Methods learning "and" Modern assessment of learning outcomes "of the block HPD. The requirements for VPO level of training in the humanities include the ability to use modern science-based techniques, methods and means of teaching a foreign language, including technical training, information and computer technology, to use modern means of assessment of learning outcomes. In addition, the development of methods of teaching students how to use information and communication technologies should be noted that the students in the humanities are not motivated to study the disciplines of information technology training.

Survey of college students in the humanities can be concluded that most of the students do not see the future prospects for the application of acquired knowledge and skills in the process of studying the disciplines cycle EH. STATE VPO for the humanities in teaching discipline "Mathematics and Informatics" involves the formation of students' knowledge of the system under two educational areas that have different content and functionality. Therefore, the teacher is faced with certain difficulties, which is that it is important not only to explain the need for students to study mathematics in the course of computer science, but also to implement the content of GOS VPO in mathematics for a relatively small number of hours. Therefore, for the humanities, the discipline "Mathematics and Computer Science" should be filled with practice-oriented content. The content studied the foundations of mathematics should not only be professionally oriented, but has to perform basic mathematical operations on your computer. This will save a lot of time researching the most complex sections by automating calculations and perform basic operations on the computer.

In addition, the use of information and communication technologies in the study of higher mathematics will show students the basic functions of the computer and its application, including in professional activities.

In conclusion I would like to dwell on one direction of the perfection-tence of teaching mathematics in a part-time, contracted and correspondence courses. One of the main features of these forms of learning is limited, and at times - hard the limited time available for the development of appropriate teaching units. For example, the traditional sections of discipline "Mathematics" in preparing students for such specialties as "Commerce", "Organization Management", "Finance and Credit", are as follows:

"Linear algebra and mathematical analysis";

"Theory of Probability and Mathematical Statistics";

"Economic-mathematical methods and models."

Qualitatively capture the content of those sections at reduced forms of education is problematic, and always something to have to "sacrifice." And if we add to this a similar situation in the study of other disciplines, "mathematical" character ("Statistics", "Econometrics", "The study of control systems", etc.), the situation becomes even more complex. One option to address this problem is to create a (drawing) of a complex subject, such as "Quantitative Methods in Economics and Management." The modern version of the discipline "KM in E & Y" would be a certain "slice" of mathematical tools of analysis, evaluation and decision-making, including the most current, proven and popular on the modern stage techniques, procedures and algorithms that contribute to the formation of informed decision-making in economics and management.

Some experience of reading the above discipline students, and students of the MBA program suggests the effectiveness and feasibility of using the subject "Quantitative Methods in Economics and Management" for abbreviated forms of learning.

List of sources used

1. Davydov D.A. The influence of the information space into the educational process // Proceedings of the All-SPC "Topical issues of the use of innovative technologies in the educational process." – Nigniy Tagil: Izd NTSPA, 2011.

2. Alexandrov N.V. Features of the study subjects' Mathematics and informatics "Arts Students // All-Russian NPK" very urgent issues using innovative technologies in the educational process-se. " - Nigniy Tagil: Izd NTSPA, 2011.

3. Sidorenko E.V. Mathematical processing methods in psychology. - St. Petersburg: "It", 2003. - 350 p.

4. Bespalko V.P. The terms of educational technology - M.: Education, 1989.

5. Andreev A.A. Pedagogy in Higher Education (New Edition) - M.: MESI, 2002.

6. Kolesnichenko S.V. Quantitative Methods in Economics and Management: Manual. - St. Petersburg: IU, 2007. - 232.