Formating of mathematic competence in teachers of economics in the system of postgraduate education

The article outlines the ways of forming mathematical competence among faculty of economics in the system of postgraduate education. It is established that the main tasks of institutes of postgraduate education are now - resource support for students of courses (informational and technological), the spread of modern pedagogical technologies that are more effective in the realities of today, advising on all issues related to the professional activity of the teacher, the development of professional competencies. Competency approach today is the basis of the whole educational system, the system of postgraduate education is no exception. It is noted that mathematical competence should become the core of the training of teachers of economists, as mathematics is known to be the basis of any scientific research and a powerful means of cognition. Mathematical competence involves the maximum penetration of the mathematics tools (mathematical apparatus, methods of modeling and research) into the content of the professional development of teachers of the economy. This can be achieved by establishing intersubject communications between fundamental (mathematical) training and professional economic training during the retraining of teachers of the economy. Thus, the list of mathematical competences is proposed to be supplemented by an integrative competence. That is, the teachers of economics must be able to establish the interdisciplinary connections of mathematics and professional economic disciplines, to know the methods and tools common to mathematics and economics, to possess and use in practice a mathematical apparatus. In the course of the study, theoretical and empirical methods were used, namely, the analysis of psychological and pedagogical literature on the affected topic, synthesis, comparison and comparison, induction and deduction, analogy, which made it possible to characterize the state of studying the problem in the scientific literature, pedagogical observation, questioning, questioning, testing, interviewing, graphic methods, expert evaluation. The main results of the research, its position and conclusions can be used in the development of curricula for re-training teachers of the economy, as well as during the training of economics professors in higher education institutions. Further research requires the development of mathematical competence in conditions of continuing education