Pedagogical strategies for effective teaching of the discipline "Mathematical Analysis" at a technical university

Abstract

The article is devoted to the development of effective pedagogical strategies for teaching mathematical analysis in technical universities. The relevance of the topic is due to the need to improve the quality of mathematical training of engineers in the context of digitalization and accelerated technological development. The purpose of the research is to identify and substantiate a set of methodological approaches that ensure students' assimilation of fundamental concepts and methods of mathematical analysis, the development of abstract thinking and skills in solving applied problems. The paper uses methods of conceptual analysis of scientific literature, pedagogical experiment, and statistical data processing. The empirical basis was a sample of 120 students of 1-2 courses of technical specialties. As a result of the study, the key principles and conditions for effective teaching of mathematical analysis were identified: ensuring the continuity of school and university mathematics (r=0.78), integration of traditional and innovative technologies (d=1.24), reliance on the professional context in the selection of content (p=0.82). A method of adaptive blended learning was developed and tested, which showed a significant increase in academic performance in the experimental group (t=4.87; p<0.01). The results obtained contribute to the development of the theory and practice of mathematical education in engineering universities, opening up prospects for further optimization of methods and means of teaching fundamental disciplines.