The role of practice-oriented learning in the formation of methodological competence among future teachers in the formation of financial literacy of younger students (on the example of studying the university course «Mathematics»)

this paper examines the problem of increasing the effectiveness of the process of developing students' financial literacy by future teachers. The authors of the article place particular emphasis on the methodological competence of bachelor students, the acquisition of which is considered in the process of practice-oriented study of the university course «mathematics». The study defines the essence and content of the concept of «financial literacy» based on the competency-oriented and cultural approaches. The role of methodological competence (from the standpoint of the competency-activity approach) in organizing effective pedagogical management of the process of developing students' financial literacy is outlined. The article presents the experience of implementing a practice-oriented study of the university course «mathematics» through the use of socio-economic cases in the educational process, the solution of which required bachelor students to demonstrate financial literacy behavior, contributed to their methodological readiness to organize the process of forming financial literacy of students in a comprehensive school. The researchers formulated a conclusion that the inclusion of students-future teachers in a practice-oriented educational process contributes to their mastery of methodological competence in matters of financial literacy, accelerating and facilitating the process of preparing a financially literate student.

financial literacy, methodological competence, practice-oriented learning, students-future teachers