The modern higher education system imposes increased demands on the training of economists, making it necessary to implement innovative approaches to teaching fundamental disciplines such as mathematics. Traditional teaching methods, focused on passive perception of theory and mechanical problem-solving, prove to be insufficiently effective in the context of a dynamically evolving economy, the digitalization of education, and rapid changes in professional requirements. This article proposes a modern methodology for teaching mathematics to economics students, based on the comprehensive integration of digital educational platforms, interactive technologies, project-based and practice-oriented activities, as well as adaptive knowledge control systems with elements of artificial intelligence. The novelty of this work lies in the creation of a holistic approach, where mathematical knowledge is viewed through the lens of its application in economic problems, real data analysis, and professional situation modeling. The experimental implementation of the methodology confirmed its high effectiveness: a significant increase in student performance, their engagement in the learning process, motivation, and self-confidence was noted. The use of digital tools allows for individualized learning, forming personal trajectories and enhancing material assimilation efficiency. This methodology aims to develop students' analytical and critical thinking, forecasting, modeling, and decision-making skills based on mathematical apparatus, as well as to foster digital literacy – a key skill for modern economists. The practical significance lies in the possibility of applying the methodology in economic-focused higher education institutions to train specialists who meet the current labor market demands. The theoretical significance is manifested in the expansion of the methodological basis of higher education pedagogy, the development of approaches for integrating digital technologies, interdisciplinary cases, and practice-oriented methods into mathematics education, which opens new prospects for the development of the educational process.
Altyn Hydyrova (Thu,) studied this question.