THE CONCEPTS OF «FINANCIAL LITERACY» AND «ENTREPRENEURSHIP» IN THE CONTEXT OF KEY COMPETENCES DURING THE STUDY OF MATHEMATICS IN HIGH SCHOOL

Abstract

Summary. Introduction.Educational reform in Ukraine, outlined by the concept of the New Ukrainian School  and the current State Educational Standard, emphasizes developing key competencies essential for modern life, notably financial literacy and entrepreneurial competence. Traditionally, the mathematics curriculum has prioritized abstract knowledge rather than practical financial or entrepreneurial skills, creating a gap between mathematical education and real-world applications.

Purpose.The article aims to theoretically substantiate and develop approaches for integrating financial literacy and entrepreneurship into mathematics education for senior high school students in line with NUS concepts and current educational standards.

Methods. The study employs a theoretical analysis of pedagogical literature, normative educational documents, and current mathematical curricula. Comparative analysis and synthesis methods were used to explore existing pedagogical approaches and practical experiences.

Results. The essence of "financial literacy" and "entrepreneurship" in mathematical education was clarified. Methodological approaches for their integration into senior high school mathematics were identified, emphasizing practical problem-solving and project-based learning. Recommendations for effectively applying competence-based education in mathematics to foster proactive, financially-aware behavior among students were generalized.

Originality. The novelty lies in identifying mathematics' unique potential and resources for systematically incorporating financial and entrepreneurial competencies. The study expands on previously limited research, particularly regarding entrepreneurship integration at the senior high school level through mathematics education.

Conclusion. Integrating financial literacy and entrepreneurial competence into mathematics aligns with NUS and national educational standards, significantly enhancing students' real-life financial decision-making and entrepreneurial skills. Future research should focus on developing comprehensive methodological materials, specialized teacher training, and systematically embedding these competencies within the mathematics curriculum.