The Use of Internet Technologies in Teaching Bachelors-Economists Mathematics as a Factor of Students’ Professional Growth
Ye. I. Sanina1, M.S. Artyukhina2, N.G. Dendeberya3, A.A. Savadova4, I.V. Nasikan5 

1Ye. I. Sanina, Academy of Social Management, Moscow, Russia.
2M.S. Artyukhina, Lobachevsky State University of Nizhni Novgorod, Arzamas, Russia.
3N.G. Dendeberya, Armavir State Pedagogical University, Armavir, Russia.
4A.A. Savadova, Armavir State Pedagogical University, Armavir, Russia.
5I.V. Nasikan, Armavir State Pedagogical University, Armavir, Russia.

Manuscript received on 11 March 2019 | Revised Manuscript received on 16 March 2019 | Manuscript published on 30 July 2019 | PP: 3877-3880 | Volume-8 Issue-2, July 2019 | Retrieval Number: B3078078219/19©BEIESP | DOI: 10.35940/ijrte.B3078.078219
Open Access | Ethics and Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (

Abstract: Abstract. Personal professional growth enhances the human psyche, introduces special meaning into human life activity. Mathematical education, as one of the crucial aspects in training a specialist, should reflect the nature of future professional activity and contribute to students’ professional growth. To a large extent, it can be related to mathematical training of economics students in which information and communication technologies, due to the uniqueness of the interaction of educational mathematics content and economic reality, can serve as an important means of expanding the professional orientation of education. Methods. One of the modern Internet-based interactive educational technologies which enable students’ professional growth is an educational webquest. Educational mathematical webquests contribute to the professional self-development and self-organisation of economics students. The authors have developed educational mathematics webquests for bachelors of economics. Results. The diagnostics of educational findings has proven the increase of the cognitive motivation to teaching mathematics and value attitude to the knowledge bound with professional interests; high level of fundamental and applied knowledge of mathematics necessary for the future professional activity; considerable improvement of research skills; intensification of creativity and reflection; capability to perform self-analysis and self-assessment of one’s personal activity. Conclusion. Serving as a key factor in training a perspective specialist, mathematical education should reflect the nature of future professional activity and stimulate a student’s professional growth. Educational mathematical webquests promote professional self-development of economics students.
Index Terms: Professional Growth, Internet Technologies, Mathematical Education, an Economics Webquest.

Scope of the Article: Social Sciences