Abstract
The purpose of this paper
is to apply an interdisciplinary approach to teaching higher mathematics at the technical university. The implementation of this interdisciplinary approach is aimed at developing comprehensive competencies in future engineers capable of solving real-world problems in modern industry. Traditional, highly specialized programs often ignore the integration of knowledge from mathematics, computer science, and physics, leading to a gap between theory and practice. An interdisciplinary approach to teaching basic disciplines develops a comprehensive view of students’ future professional activities, allowing them to adapt more quickly to rapidly changing technological processes and the introduction of digital technologies into the industry. This increases graduates’ competitiveness in the labor market, stimulates scientific publications, and meets higher education quality standards. As a result, the university becomes a center of innovation, preparing personnel for digital transformation.
Methods.
To improve academic performance and stimulate student interest in challenging subjects such as mathematics and computer science, it is recommended to implement the educational model (mathematics, computer science, and engineering). This model involves the active use of advanced software tools in higher mathematics, physics, and basic professional courses. This educational model eliminates the need to solve manually abstract problems on paper in favor of specialized mathematical packages that provide both analytical and numerical methods for solving differential equations and integration. As a result, computer science is becoming a powerful tool for mathematical education.
Results.
This article presents a methodology for implementing the educational approach (mathematics, computer science, and engineering) in higher mathematics classes at universities. It presents a mathematical description of a geometric problem, demonstrates methods for solving it analytically and numerically, and provides a graphical interpretation of the resulting solution. The analytical and numerical solution is proposed to be achieved using the SMath Studio mathematical package. The possibility of using the Python programming language to solve the problem with additional constraints is demonstrated.
Conclusion.
The educational approach (mathematics, computer science, and engineering) discussed in this article involves studying mathematics and computer science using physical or engineering problems as examples. This approach allows for a transition from the isolated study of abstract formulas to the integration of mathematics with engineering and natural science disciplines. Practical assignments in higher mathematics in the format of this educational model are structured as interdisciplinary projects, where mathematics, computer science, physics, and engineering serve as a unified toolkit. This approach allows for more efficient use of university resources and digital platforms, as a single task combines theory, practice, and instrumental components.