Total views : 147

Professional Mathematical Culture of Business Informatics Specialists and the Process of its Development at the University

Affiliations

  • Russian State Social University, Moscow, Russia;, Russian Federation
  • Russian State Social University, Moscow, Russia;
  • Kuban State University, Krasnodar, Russia;

Abstract


Background/Objectives: Professional training in “Business Informatics” (Bachelor degree) as has been realized at Russian universities since 2004. The article reveals the theoretical-methodological principles and specifics of professional mathematical culture formation in the future bachelors of Business Informatics at the universities. It is taking cues from the synergetic practice of modern mathematical methods and computer technologies in their professional activities to solve variative tasks. Methods: During the experimental work the following methods were used: questionnaire surveys, content analysis, testing, pedagogical experiment, mathematical processing of empirical data. Findings: The authors explain the essence, structure, levels of manifestation of Business Informatics specialists’ professional-mathematical culture, analyze the results of the lasting experimental work (2004-2016 in the field of professional and applied (practiceoriented) mathematical training of future Bachelors of Business Informatics (BBI). Applications/Improvements: The authors believe that formed professional-mathematical culture among the University graduates (BBI) is a prerequisite for successful adaptation of young specialists in their future career and a prerequisite for the effectiveness of their professional experience (and it has been confirmed by the deferred control data).

Keywords

Business Informatics Specialists, Professional-Mathematical Culture, Competencies, Professional Training at Universities

Full Text:

 |  (PDF views: 371)

References


  • Monakhov VM, Vlasov DA. The role of applied mathematics in the formation of the modern mathematical culture of the future Informatics-economist. Modern Problems of Teaching Mathematics and Informatics: Proceedings of the Scientific-Methodical Conference. Moscow: Sholokhov Moscow State Humanitarian University Press; 2004. p.49–55. [in Russian].
  • Romanova EYu. Designing a model of the future Business Informatics specialists’ professional mathematical culture formation at the University. Human Capital. 2013; 5:62–65.[in Russian].
  • Kudryavtsev LD. The main provisions of the teaching mathematics in high school. Mathematics in Higher Education.2003; 1:127–44. [in Russian].
  • Kuznetsova LG. Improving the quality of mathematics teaching for students of economic specialties in the implementation of the new educational standards. Standards and Monitoring in Education. 2003; 4:13–17. [in Russian].
  • Lawson T. Mathematical modelling and ideology in the economics academy: Competing explanations of the failings of the modern discipline? Economic Thought. 2012; 1:3–22.
  • Nikitina NI, Napadenina EYu. Some aspects of formation of professionally-applied mathematical proficiency of future economists at the University. Bulletin of Tambov State University. 2008; 1:256–61. [in Russian]
  • Vlasov DA. Integration of information and pedagogical technologies in the system of applied mathematical preparation of future specialist. Siberian Pedagogical Journal.2009, 2, 109-117. [in Russian].
  • Birch E, Li I. The Impact of Peer-assisted Study Sessions on Tertiary Academic Performance. The Quantitative Analysis of Teaching and Learning in Higher Education in Business, Economics and Commerce: Forum Proceedings, Melbourne: Teaching and Learning Unit, University of Melbourne; 2009. p. 53–77.
  • Dancer D. The gender issue revisited: A case study of student performance in economics and econometrics.Economic Analysis and Policy. 2003; 33(1):73–89. DOI: 10.1016/s0313-5926(03)50006-6.
  • Dancer D, Morrison K, Tarr G. Measuring the effects of peer learning on students’ academic achievement in firstyear business statistics. Studies in Higher Education. 2015; 40(10):1808–28. DOI: 10.1080/03075079.2014.916671.
  • Denning P. How we will learn. Denning P, Metcalfe R, editors.Beyond Calculation: The Next 50 Years of Computing, Copernicus Books, New York; 1997.
  • Denning P. The IT schools movements. Communication of the ACM. 2001; 44(8):19–22.
  • Helfert M. Teaching information quality skills in a business informatics programme. Proceedings of the MIT Information Quality Industry Symposium, Cambridge, Massachusetts, USA; 2007. p. 908–12.
  • Helfert M. Business Informatics: An engineering perspective on information systems. Journal of Information Technology Education. 2008; 7:223–39.
  • Nikitina NI, Romanova EYu. Pedagogical technology of formation of professional-mathematical culture of the future Business Informatics specialists. Historical and Socio-Educational Thought. 2013; 2(18):84–9.
  • Reichgelt H, Lunt B, Ashford T, Phelps A, Slazinski E, Willis Ch. A comparison of baccalaureate programs in information technology with baccalaureate programs in computer science and information systems. Journal of Information Technology Education. 2004; 3:19–34.
  • Topi H, Valacich J, Kaiser K, Nunamaker J, Sipior J, Vreede G, Wright R. Revisiting the IS model curriculum: Rethinking the approach and the process. Communications of the Association for Information Systems. 2007; 20(11):728–40.
  • Baldin KV. Information systems in the economy. Moscow: Publishing and trading Corporation “Dashkov and To”; 2012. [in Russian].
  • Karminsky AM, Chernikov VB. Information systems in the economy. Moscow: Publishing house “Finance and statistics”; 2006. [in Russian].
  • Shuremov EL. Information technology financial planning and economic analysis. Moscow: “1C-publishing” Publishing House; 2003. [in Russian].
  • Tochilkina TE. Principles of creating information systems and modelling business processes using software package AllFusion Modeling Suite. Data modeling and database design with Erwin Data Modeler. Moscow: Academy of Budget and Treasury Press; 2010. [in Russian].
  • Trofimov VV. Information systems and technologies in Economics and management. Moscow: “Yurait” Publishing House; 2012. [in Russian].
  • Avtionova NV. Formation of bases of professional and mathematical culture of the future auditors in the process of professional training in higher school. Candidate Thesis.Moscow: Russian State Social University Press; 2010. [in Russian].
  • Akmanova ZC. The development of mathematical culture of students of the University in the training process.Candidate Thesis. Magnitogorsk: Magnitogorsk State University Press; 2005. [in Russian].
  • Buldyk GM. Formation of economist’s mathematical culture at University: PhD Thesis. Minsk: Belarusian University; 1997. [in Russian].
  • Burmistrova NA. Teaching students to modelling of economic processes in the implementation of integrative functions of the course of mathematics in financial College: Candidate Thesis. Omsk: Omsk State Pedagogical University; 2001. [in Russian].
  • Napedenina EYu. Formation of professional-applied mathematical proficiency of future economists at the University: Candidate Thesis. Moscow: Russian State Social University; 2008. [in Russian].
  • Pustobayeva ON. Formation of mathematical culture of economists, the extension of didactic capabilities of electronic textbooks. Candidate Thesis. Samara: Samara State Economic University; 2006. [in Russian].
  • Ernest P. The Philosophy of Mathematics Education.London: Falmer Press; 1990.
  • Ilchenko AN, Solon BYa. Mathematical culture is the basis of professional training of a specialist for the innovation economy. Modern Problems of Science and Education.2010; 2:119–29. [in Russian].
  • Pantseva EJu. Mathematical culture – aspect of professional culture. Scientific-Methodical Journal “Concept”. 2014; 20:1496–500. [in Russian].
  • Akhtyamov AM. Mathematics for economists. Moscow: “Fizmatlit” Publishing House; 2004. [in Russian].
  • Eichholz W, Vilkner E. Taschenbuch derWirtschaftsmathematik. Fachbuchverlag Leipzig; 2002. [in German].
  • Fomin GP. Mathematical methods and models in commercial activity. Moscow: “Finance and statistics” Publishing house; 2005. [in Russian].
  • Gillies D. Can mathematics be used successfully in economics?Fullbrook E, editor. A Guide to What’s Wrong with Economics. London: Anthem Press; 2004. p. 187–97.
  • Harrington HJ. Business process improvement workbook: Documentation, analysis, design, and management of business process improvement. McGraw-Hill; 1997.
  • Helfert M. Characteristics of information systems and business informatics study programs. informatics in education.2011; 10(1):13–36.
  • König W, Rommelfanger H, Ohse D. Taschenbuch der Wirtschaftsinformatik und Wirtschaftsmathematik.Frankfurt a. M.; 2003. [in German].
  • Weintraub ER. How economics became a mathematical science.
  • Duke University Press, Durham, NC; 2002.
  • Markova AK. Psychology of professionalism. Moscow: “Znanie” Publishing House; 1998. [in Russian].
  • Zeer EF. Modernization of vocational education: competencebased approach. Moscow: “Flinta”. Publishing House; 2001. [in Russian].
  • Zimnyaya IA. Key competence – a new paradigm of result of education. Higher Education Today. 2003; 5:8–13. [in Russian].
  • Bespalko VP. The parameters and criteria of the diagnostic purpose. School Technologies. 2006; 1:118–28. [in Russian].

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.