The Application of Certain Mathematical Concepts in Advanced Learning when Teaching Individual Topics in “Mechanics”
The Application of Certain Mathematical Concepts in Advanced Learning when Teaching Individual Topics in “Mechanics”
Tsaturyan Armen, Shahbazyan Ani
Summary
Key words: teaching Physics, methodological direction of teaching, implicit transfer of knowledge, mathematical modeling, associative-progressive connections, abilities
Taking into account the mathematical training characteristic of different age groups, specific examples in the article show how advanced learning can be implemented when studying individual topics from the section of physics “Mechanics”. In particular, the role of the application of the graphical method, used in explaining theoretical material at different stages of training, in the process of transferring students’ knowledge is presented. In addition, the application of a universal approach in determining the average value of a physical quantity in formulas expressing a linear relationship, that is, in the process of mathematical modeling, is considered as a means of implementing advanced learning. The relevance of the work lies in the fact that it shows how mathematical representations can be used as a means of implementing advanced learning. To this end, specific examples show how, when teaching individual topics from mechanics, advanced learning can be carried out based on the use of mathematical models. The consistent use of associative-progressive connections in the process of advanced learning increases its effectiveness. Unlike interdisciplinary and intradisciplinary connections, in which knowledge transfer occurs from prior experience to the current learning process and is explicit in nature, anticipatory learning involves the transfer of knowledge from the current learning process to future learning activities and is characterized by an implicit nature.
DOI: https://doi.org/10.58726/27382923-2026.1ns-126