Full Article: PDF
Scientific Object Identifier: http://soi.org/1.1/TAS0112912
DOI: https://dx.doi.org/10.15863/TAS.2024.01.129.12
Language: English
Citation: Markelov, G. E. (2024). Aspects of teaching mathematical modelling. ISJ Theoretical & Applied Science, 01 (129), 191195. Soi: http://soi.org/1.1/TAS0112912 Doi: https://dx.doi.org/10.15863/TAS.2024.01.129.12 
Pages: 191195
Published: 30.01.2024
Abstract: Mathematical modelling is actively employed in various spheres. In some cases, the developed mathematical models do not have the required properties, which leads to irrational use of the mathematical modelling capabilities. This article covers some theoretical and methodological aspects of teaching mathematical modelling that enable rational use of the mathematical modelling capabilities. For this, the concept of “mathematical modelling” has been defined as a substitution of the object of study with a suitable mathematical model and the subsequent study of this model by wellknown methods and techniques. A mathematical model is considered suitable if it sufficiently possesses the required properties in relation to the conducted research. These properties determine the requirements for the mathematical model. Such requirements are contradictory, and in practice can be fulfilled by a reasonable compromise; it is usually achieved by observing the rules and recommendations obtained by generalising the practical experience gained from building mathematical models. The principles of building mathematical models that are general and universal are of the most interest in this respect. This article presents a clear example of how to build a suitable mathematical model using a principled approach. Teaching mathematical modelling with consideration of the described theoretical and methodological aspects does not require a significant adjustment of the curriculum or the teaching process. The necessary applied problems can easily be obtained from already existing problems. Nevertheless, the implementation of such aspects develops the individual capabilities of the students and creates the conditions for improving their mathematical knowledge, both for the individual student and for the group as a whole. It also generates a strong mutual relationship between the studied disciplines, and prepares the students for their future profession in a rapidly changing world.
Key words: education, mathematical model, mathematical modeling, principled approach, teaching.
