Technology implementation of the model and pedagogical conditions of the economic-mathematical competence formation

The essence, structure, model and technology of the economic-mathematical competence formation of managers are con- sidered in the article to provide an effective combination of the advanced pedagogical conditions. The definition of “economic-mathematical competence” is given as an integrative, intellectually and personally defined char- acteristic of the manager's personality that reflects his ability to apply economic knowledge and mathematical methods in solving managerial tasks and increasing their effectiveness [3]. In the composition of economic-mathematical competence, the article author is included economic-mathematical knowledge, economic-mathematical skills, intellectual abilities and personal qualities, and a motivational-value attitude to economic- mathematical knowledge and skills in managerial activities There is given a qualitative description of all components, considered the model of the economic-mathematical competences formation, constructed by the article author, she has attributed the target, content, activity and performance-evaluation components to ones. The following stages of the described model implementation are considered: the orientation stage, the content filling stage, the self-determination stage and their characteristics. For the successful implementation of the model for the economic-mathematical competence formation, the author is sug- gested to use the pedagogical technology of the economic-mathematical competence formation of the intended manager in the process of its professional training at a higher education institution as a consistent and interrelated system of teacher actions, aimed at achieving the pedagogical goal in the most effective way. In the work, the pedagogical conditions for the successful functioning of the model for the economic-mathematical competence formation of the intended manager have been put forward and discussed, the article author has attributed the following to ones: the motivation of students for the application of economic-mathematical methods in the analysis, design and manage- ment decision making; the development of practical assignments on subjects on the basis of interdisciplinary connections and the integration of natural science, general professional and special disciplines and mastering the experience of students in project teams and assessing the economic, social and psychological effectiveness of the initiatives put forward. The effective combination of the pedagogical conditions, putted forward by the article author, gives the most significant result in achieving the goal of professional training of managers in higher education, which is confirmed by the results of the forming pedagogical experiment.