Forming the Basic Mathematical Knowledge among Technical Students


  • Natalya Pugacheva Kazan State University of Architecture and Engineering
  • Tatyana Kirillova Research Institute of the Federal Penitentiary Service of Russia
  • Olga Kirillova Chuvash State University named after Ulyanov
  • Aleksandr Lunev Kazan National Research Technical University named after A.N. Tupolev-KAI
  • Oksana Pavlova Kostroma State University



Mathematical knowledge plays a system-forming role in education. The aim of this paper is to find out the didactic features of mathematical knowledge formation. The study involved 50 professors, 300 students. The criteria of mathematical knowledge acquisition include reliability, autonomy, and stability. The main study objectives are as follows. First, to clarify and scientifically substantiate special functions of mathematical knowledge in the process of engineering activity (bijection, formalization, relativity, and robustness). Second, to determine the formation of academic and applied mathematical knowledge. Technical knowledge can be applied using the special functions of mathematical knowledge. For example, in the form of mathematical models, or in a stable mathematical component in the professional outlook. The academic mathematical knowledge is focused on the systematic integrity of purpose, content, forms, methods and means of education. Along with transdisciplinary holistic worldview formation. Applied mathematical knowledge is focused on integration of teaching, educating, developing functions of education to acquire common cultural and professional competences. In modern conditions of rapid computerization, the opportunities to use mathematical analysis and modeling are increasing. However, basic mathematical knowledge is needed to assess the reliability of computer solutions.




How to Cite

Pugacheva, N., Kirillova, T., Kirillova, O., Lunev, A., & Pavlova, O. (2020). Forming the Basic Mathematical Knowledge among Technical Students. International Journal of Emerging Technologies in Learning (iJET), 15(03), pp. 34–50.