About physics and mathematics in the higher education program

Abstract

The question of teaching physics and mathematics at a technical university is considered from the point of view of their interrelation. Concrete examples illustrating the interrelation of the sciences of the physico-mathematical direction are analyzed. Despite the obvious need for coordinated teaching of these subjects, this is often done formally and inconsistently, which negatively affects students' understanding of both sciences. The provisions of the article are supported by various examples from mathematical theories and methods, the application of which would be very useful in a physics course. Methodological approaches are presented that allow, on the one hand, to give an understandable explanation of physical phenomena with the help of mathematics, on the other — not requiring the use of in-depth mathematical knowledge, optional for future engineers. The methodology of teaching individual moments of general physics based on the mathematical apparatus is demonstrated, revealing the physical meaning available in mathematical models. The authors turn to the deep connection of sciences, demonstrating both the unity of natural phenomena and the generality of mathematical models that reveal various physical entities. The beauty and correctness of symmetry in mathematical models describing physical phenomena are highlighted. The works of outstanding physicists who not only owned the subject, but created it are mentioned. The article is both methodical in nature and touches on ideological issues. The main method of research was pedagogical observation and analysis of the progress of students of engineering universities in these subjects. The authors present recommendations both on the methodology of teaching mathematics and physics, and on changing the curricula of engineering areas of universities in order to obtain more trained personnel.