Mokyklinės matematikos sąsajos su sėkmingoms ekonomikos studijoms
LTMokslo ir technologijų spartus vystymasis, globalizacija, ekonominiai, politiniai ir socialiniai iššūkiai keičia visuomenės poreikius ir lūkesčius, kelia naujų reikalavimų asmens kompetencijai. Sėkmingam žmogaus gyvenimui XXI a. tampa ypač svarbu įgyti bendrąsias kompetencijas (asmeninę, socialinę-pilietinę, komunikavimo, pažinimo, kultūrinę, kūrybiškumo ir mokėjimo mokytis). Dalyvaudamas gyvenimo įvykiuose jaunas žmogus ieško, konstruoja, transformuoja ir plėtoja žinias bei prasmes. Jis kuria savo asmenines teorijas apie pasaulį bei jomis vadovaujasi savo gyvenimo veiklose. Jaunuolis pasirinkdamas studijas kolegijoje, atsineša savo ankstesnę gyvenimo patirtį: žinias, gebėjimus, požiūrius, vertybes, kurias įgijo kasdienėse savo gyvenimo veiklose. Natūralu, jog šios patirtys turi įtakos tolimesniam mokymuisi ir sėkmei. Matematiką drąsiai galima laikyti vienu iš aktualiausių dalykų tiek vidurinėje, tiek aukštojoje mokyklose. Pastaruoju metu vyrauja tendencija, jog Lietuvos abiturientai labai nesėkmingai laiko matematikos valstybinį brandos egzaminą. Šio egzamino rezultatai jau eilę metų lemia tolesnį abituriento likimą, nes visų pirma neišlaikę šio egzamino jie negali pretenduoti į valstybės finansuojamą vietą aukštojoje mokykloje. Kyla fundamentalus klausimas, ar jaunuolis nelaikęs/sėkmingai neišlaikęs valstybinio matematikos brandos egzamino turi keisti savo gyvenimo svajonę? Ar tikrai nesėkmingi matematikos dalyko rezultatai - nuosprendis tolimesnėms studijoms?.
ENRapid development of science and technologies, global, economic, political and social challenges change the needs and expectations of society and create new requirements for a person’s competence. By choosing studies in higher institution young person brings his previous life experience: knowledge, skills, attitudes and values which were acquired in his daily activities. Naturally, these experiences affect further studies and success. Mathematics is one of the most relevant subjects both in secondary and higher education. When it comes to successful studies in higher institutions, there is a problematic issue – whether a school graduate with a low annual score from mathematics and state maturity exam can achieve successful learning outcomes in higher education? In order to answer this question, the objective has been raised: to evaluate the interfaces between school mathematics results with the results of economic studies, and a survey was executed with the object to link mathematical skills of students to the results of economic studies. During the research the analysis was conducted in Vilniaus kolegija/University of Applied Sciences (hereinafter -VK) Faculty of Economics of successful graduates of 2019 and 2020 with the depersonalized data which was taken from the systems of VK and LAMA BPO (Association of Lithuanian higher education institutions for centralized admissions).According to research, there is a linear link between the results of school mathematics and studies in VK, but it is not strong. The biggest linear dependency is among the results of studies and the competitive score. Results of the state mathematics maturity exam are less associated with the results of studies at VK than the grades of mathematics in general schools. Students who studied math on a higher level more often had higher evaluations not only from Applied Math but also the weighted average score of all the subjects. There is a small interface between the success of graduate studies in VK and the results of school mathematics and state exam. A young person who didn’t pass or didn’t take the math exam can successfully study and graduate from VK Faculty of Economics. The greatest success of studies is determined by young person’s motivation and higher levels of studies at school.
