TEACHING MATHEMATICAL DISCIPLINES IN A NON-CORE UNIVERSITY

Kishkinova Olga Alekseevna, Mindlin Yury Borisovich

Teaching exact disciplines to students of those specialties who plan to devote their subsequent activities to the humanities profession is complicated by two factors: the specifics of the perception of mathematics, due to the predominance of visual and intuitive types of thinking among students, as well as the motives for studying it. In order to increase the cognitive activity of listeners and consolidate lecture material related to the exact sciences, it is necessary to maximize the amount of visual representation of the rules and examples of the subject being studied, accompanying formulas and theorems with figurative forms of representation of the material according to the subject of a particular problem under consideration, which will ensure ease of perception of mathematical information. Artistic means, emotionally colored data and other visual objects, including virtual ones, should be used as visualization tools for educational information, which, in accordance with the features of the functional asymmetry of the brain of people with creative potential, will help in the effective development of mathematical concepts. Due to the specifics of the thinking activity of humanities, the main problem of forming a priori negative attitude to mathematics is their negative experience of studying the discipline under study at school, which is corrected by the formation of such a quality as self-efficacy in students of this profile.

Keywords:mathematics, pedagogy, non-core university, humanities, higher education, self-efficacy, cognitive activity