INTERDISCIPLINARY RELATIONSHIPS IN THE FORMATION OF MATHEMATICAL THINKING THROUGH THE STUDY OF GEOMETRY (THE EXAMPLE OF “VECTORS” AND “METHOD OF COORDINATES” SECTIONS)

In recent years, it is said frequently enough about the necessity of applying mathematical knowledge in all fields of science and economy. However, mathematics is difficult for many students to learn. Increasingly frequently, various experts say about the low level of mathematical training of school and university students. Such problems as the lack of background knowledge, the separation of theory and practice, and the lack of continuity in the school and higher mathematics can be observed in the modern school mathematical education. The paper suggests one of the most effective ways of eliminating these issues – the introduction of interdisciplinary relationships to the educational process. The advantages of interdisciplinary relationships application are displayed through the example of studying two sections of school mathematics: vectors and method of coordinates. It is reasonable to show the alternative ways of solving the same task, including the application of methods of the related disciplines, to the students of classes with the advanced study of mathematics the graduates of which are the intending students of technical universities. The paper gives the example of solving the geometrical task by two methods (traditional and using vectors and the system of coordinates) and suggests the comparative analysis of the complexity of the solutions obtained.

The analysis of the problems determined in the mathematical education allows speaking about a number of advantages of the interdisciplinary relationships in education. Among them are the creation of the general picture of subject matter that causes its in-depth understanding, the application of the alternative methods of solving tasks that allow escaping stereotypeness, and the elimination of gap between the school and university programs in mathematics.