INTEGRATED MATHEMATICS LESSONS AS A MEANS OF FORMING THE COMPETENCE OF «ENTREPRENEURSHIP AND FINANCIAL LITERACY» IN SENIOR GRADE STUDENTS
DOI:
https://doi.org/10.31110/2616-650X-vol13i10-018Keywords:
upper secondary (specialized) school, integrated lesson; competence; entrepreneurship and financial literacy.Abstract
The article outlines methodological principles for organizing mathematics lessons in upper secondary specialized (profile) schooling as a means of developing the key competence of entrepreneurship and financial literacy. Based on an analysis of the State Standard for Specialized Secondary Education and the Concept of the New Ukrainian School, the author clarifies the notion of integration within a competence-based approach to education. An integrated mathematics lesson is defined as a form of educational activity that builds interdisciplinary links while simultaneously supporting the development of key competences, particularly entrepreneurship and financial literacy. The article reviews curricula and identifies subject combinations with mathematics that make it feasible to cultivate this competence. It describes the main stages of lesson planning: selecting a shared theme and expected learning outcomes; allocating roles among teachers; choosing relevant theoretical content and implementation tools; and providing recommendations for formulating lesson topics. The paper also considers how competence-oriented integration can be embedded in the school mathematics curriculum and proposes directions of such integration aimed at strengthening entrepreneurship and financial literacy. In addition, it offers practice-oriented mathematics and economics topics as a foundation for integrated lessons and systematizes expected outcomes using competence-based formulations. The practical value of the study lies in ready-to-use correspondence tables and examples of interdisciplinary combinations that can be applied directly in annual and thematic planning, as well as in lesson or project design. Particular attention is paid to language-related aspects, including alignment with CLIL approaches to master financial terminology and support diverse learning pathways. An algorithm for joint planning among mathematics, computer science, and English teachers is proposed. The expected outcomes of implementation include increased learning motivation, enhanced critical thinking, more responsible financial behaviour, and learners’ readiness to apply mathematical tools when making everyday and entrepreneurial decisions.
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