FORMATION OF ENTREPRENEURSHIP AND FINANCIAL LITERACY THROUGH THE PRISM OF MATHEMATICAL COMPETENCE OF PRIMARY GRADE STUDENTS OF THE NEW UKRAINIAN SCHOOL

• Valerii Silkov

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-5905-3700

• Elvira Silkova

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-2595-0606

The relationship between mathematical and entrepreneurial competence and financial literacy of younger schoolchildren is examined in the article. The essence of the concept and meaning of economy, financial literacy and entrepreneurship is analyzed. It has been established that financial education of schoolchildren is only gaining momentum in primary school to solve tasks related to preparing them for life in dynamic financial and economic conditions. It is substantiated that the presence of tasks of economic content in mathematics lessons in primary school helps to the formation of one of the basic competencies – entrepreneurship and financial literacy, and also develops practical skills and abilities of schoolchildren.

It has been established that the formation of researched competencies during the study of mathematics by younger schoolchildren has positive results, because the use of arithmetic operations on numbers in practically oriented mathematical tasks helps not only to motivate the students to study mathematics directly, but also lays the foundation of the future financial well-being of the individual.

Effective forms, methods and technologies of forming entrepreneurial competence and financial literacy of students in mathematics lessons in primary school are highlighted, including: 1) solving the exercises with economic content. The exercises in the modern mathematics textbooks should be based on specific economic situations and have an applied nature. The classification of the exercises with economic content in modern mathematics textbooks for primary school is presented in the work; 2) the game activity, during which it is expedient to introduce to the schoolchildren the basic economic concepts; 3) interactive learning methods, including project studies, excursions, and dialogues and discussions on the topic “Interesting economic mathematics”.

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