Keyword: «investment paradoxes»

The relevance of this work is determined by the need to implement one of the basic principles of pedagogy - the connection between theory and practice. This principle does meet the current provisions of the FSES, which is reflected in the list of necessary competences to gain, and also contributes to increasing the motivation of students to learn. This problem is particularly urgent for mathematical disciplines in areas of training that are not directly related to mathematics. However, knowledge of individual sections of mathematics may be an important component for the preparation of bachelors and masters in this area of training. "Economics" is such an example. In this regard, the purpose of this article is to discuss, within the framework of "Ordinary Differential Equations" discipline teaching methodology, recommendations for revealing its opportunities in the implementation of theory and practice connection principle for "Economics" area of training. These recommendations are embodied in the given series of training tasks with practical content, which have theoretical value at the same time. The leading approach to the study of this problem is an integrative approach, which ensures, on the one hand, the integrity and continuity of the educational program content and methodological systems, and on the other hand, the establishment of solid interdisciplinary connections. The article deals with the problem of motivation to study “Ordinary Differential Equations” discipline for students of non-core areas of training, “Economics” in particular. A number of theoretical statements, published in various monographs and articles on economics and mathematical models in economic theory, have been revised and adapted for students with different levels of training. The practical significance of this work lies in the fact that the article proposes a coherent system of practical tasks that may help to work out and consolidate some practical skills to solve linear differential equations of the first order, and also enables economics students to expand their knowledge directly in their area of training. It also shows the prospects and possibilities of using this mathematical apparatus in their immediate professional work in the future.