Trufanova P.S., Edygeeva A.T., Kulish N.V.
MATHEMATICAL METHODS FOR RISK ASSESSMENT AT UNDERGROUND GAS STORAGE FACILITIES OF THE OIL AND GAS INDUSTRY ^{[№ 2 ' 2024]}
To assess and calculate the risk of accidents at an oil and gas enterprise, in particular at underground gas storage facilities, mathematical methods are used. The variety of mathematical methods leads to the problem of choosing the most convenient and practical method for calculating the risk of accidents by a specialist. In our study, the solution to the problem was achieved by analyzing quantitative methods based on mathematics and qualitative methods. The methods were selected in accordance with our chosen factors and evaluation criteria. The key factor when choosing methods for assessment was the versatility of the methods, namely the possibility of their application not only for underground gas storage facilities, but also for other facilities in the oil and gas industry, as well as for other industries. The authors of the study identified the accuracy of the method as another important factor when choosing methods when considering the influence of a system of factors on the object of an oil and gas enterprise. Also, when comparing methods, the factor of the presence of mathematical calculations in one or another qualitative and quantitative method for assessing the risk of accidents at an oil and gas industry facility was selected. To solve the problem, logical methods, compilation of a comparative table, analysis of the resulting comparative table, as well as a review of literature sources on the research topic were used. The most universal and multifunctional of these methods are the qualitative method of the systems approach and the quantitative method of a number of calculated indicators.

Kulish N.V., Arkhipenko T.V., Ryabova A.A., Balakin I.N.
PSYCHOLOGICAL DIFFICULTIES IN STUDYING MATHEMATICS BY TECHNICAL SPECIALTIES STUDENTS ^{[№ 1 ' 2024]}
Students often face psychological difficulties in studying higher mathematics. The reason for this problem is psychological blocks and a decrease in the number of classroom hours allocated to studying the discipline. All difficulties in learning mathematics can be caused by math anxiety, fear of failure or a low grade, lack of motivation, low self-esteem and lack of confidence in one’s abilities. Research on math anxiety in the medical field was reviewed, as well as the genetic component of the inheritance of math ability and the relationship between the environment and the learning process. To solve this problem, tips have been developed to combat anxiety. To determine the causes of psychological difficulties, we used empirical methods of cognition, namely a survey and description among students of technical areas of training. According to the survey and diagram, the main reasons for the occurrence of psychological difficulties in students were identified: fear of mistakes and failures, unsatisfactory experience in the past, confusion in basic terms and concepts, lack of motivation, insufficient support, fear of mathematical symbols, negative attitude towards oneself. Solving these difficulties often requires an individual approach, support from teachers and parents, and finding ways to make mathematics more accessible and understandable to the student. An important role is played by the absence of some topics in the study of the discipline. To identify such gaps, the authors of the study conducted a comparative analysis of the work programs of some educational institutions in the country where the discipline “Mathematics” is studied for the training direction 03/20/01 “Technosphere Safety”. Having analyzed the work programs of universities, we can conclude that in some universities there are not enough hours allocated for lectures, and there are also visible differences in topics that affect students’ mastery of the specialty. A survey was compiled for students in technical specialties to determine the most frequently used and effective method, according to students. As a result, it was revealed that the most popular method is sports and hobbies, and the most ineffective method is a diary of feelings.

Sikorskaya G.A., Gamova N.A., Kulish N.V.
ABOUT THE PREPARING OF HIGH SCHOOL STUDENTS FOR THE UNIFIED STATE EXAM IN MATHEMATICS ON THE BASIS OF THE PRINCIPLES OF STUDENT-ORIENTED EDUCATION ^{[№ 3 ' 2018]}
Universities are interested in strong applicants, able to harmoniously integrate into the educational environment of the university. USE, as an independent examination of students’ knowledge, requires systematic, competent training, which can be achieved only in the process of systematic, thoughtful work. The inadequacy of the methodology for preparing for the USE is one of the problems facing the school teacher today.
The main role of the teacher in the preparation for the USE is to orient the student to different levels of complexity of the program material. A close relationship between the supply of educational material through personally oriented tasks with value orientations and personal relations to educational and cognitive activity was revealed. Personally oriented tasks are based on the characteristics: the nature of the requirement, the composition of the source data, the way of implementation. The developed basis for the transformation of traditional tasks into personalized ones allows us to find the most optimal methods for solving problems. The trajectories of modeling the personally developing situation through personally oriented tasks on the basis of the structural-component composition of problems with parameters form the ability to analyze, to search for creativity, and to evaluate the result.
At the end of the work done, on the preparation of high school students of the lyceum for the Unified State Exam on mathematics on the basis of personally oriented assignments, the mathematical literacy of the trainees increased sharply, and overall performance was improved. Acknowledgment of the success of the training is consistently high points of the Unified State Exam on mathematics of the lyceum graduates, and, subsequently, high rating indicators of their academic performance at the university.

Gamova N.A., Kulish N.V., Sikorskaya G.A.
PEDAGOCICAL SUPERVISION IN LEARNING MATHEMATICS ^{[№ 2 ' 2018]}
Demand for graduate degrees are growing, thus necessity for more effective educational supervision occurs. Better the supervision, better result of students. If organization of students’ studying process improves, their abilities will mount. With correction and diagnosing problems in studying it`s possible to improve students` self-awareness in education process. Main aim of educational supervision is to get information about process as whole. In the studying process pedagocical supervision was created by providing all students variety of tasks with character oriented studying. In particular, it’s provided by tests and quizzes with public access, using modern technology, including possibility of real time remote studying. Pedagogical supervision of students has improved feedback for teacher’s work on consecutive steps of educational process. With character oriented studying students got mathematical skills for tackling practical tasks. They learnt how to use mathematical language and its symbols to construct managerial models and they have learnt how to improve their methods of studying on each steps of educational process.

Gamova N.A., Kulish N.V., Shepherds D.I.
INFLUENCE OF INDEPENDENT WORK ON FORMATION OF PROFESSIONAL QUALITIES OF FUTURE BACHELORS ^{[№ 6 ' 2017]}
One of the main objectives of professional education is training of the skilled worker of appropriate level and a profile, competitive in labor market, competent, responsible, owning the profession, ready to the constant professional growth, social and professional mobility. According to FGOS of the 3^rd generation the role of independent work increases in educational process of bachelors. More than a half of all school hours is allowed for her. Modern requirements to process and results of independent work on formation of professional qualities of bachelors speak about need of her special organization. Educational and nonlearning independent work of the student has been built so that to develop ability to study. Practically she was implemented by providing all students with the educational and methodical materials, such as an electronic course of lectures solved by standard options of tasks, questions for independent studying of the specified subjects, tasks which model separate stages of individual research work and tasks on work with literature in the specialty. Formation of the professional abilities allowing to apply creatively gained knowledge happened when carrying out independent work in teams, during the work on the project, with the assistance of students in the formulation and realization of the problem connected with future profession. Control of results of independent work took place in the written, oral or mixed form. The correcting of the gained knowledge was carried out after holding an interview, testing, protection of projects and the presentations as from the teacher, and the student. Independent work on formation of professional qualities has allowed to teach students to set the educational purposes, to choose optimum ways of their achievement. To work in collective. I promoted increase in motivation of training. I developed the aspiration to continuously increase the knowledge at the bachelor. I developed abilities to independent creative activity.

Gamova N.A., Kulish N.V., Tomina I.P.
EDUCATIONAL OPPORTUNITIES INDEPENDENT WORK OF STUDENTS ^{[№ 2 ' 2016]}
Organization of educational activity should be considered in the context of the success of the introduction of independent work of students in the innovative elements aimed at the formation of new connections and relationships of cognitive activity, which create space for their development. To form the experience of independent work of students, need orientation in the flow of information. This creates the following opportunities for developing training: increasing demand of students in the self; are prerequisites for the coordinated work of teachers and students; activates the intrinsic motivation of educational activity; assimilated the logic of the study (data management and analysis, allocation problems, hypotheses, hypothesis testing, formulation of conclusions). Independent work of students under the guidance of the teacher allows them to become the subjects of education. There is a development initiative and activity of students, there is understanding of the development of scientific knowledge. Developing the capability of independent work of students under the guidance of a teacher in the study of mathematical analysis is to gain experience of the students' independent work, competence, responsibility, readiness for professional growth and competitiveness in the labor market. In this respect, the growing importance of classroom organization and students' independent work in the learning process for the formation of skills of self-education that is the basis for postgraduate education and further training.

Gamova N.A., Kulish N.V., Tomina I.P.
PERSONAL INDEPENDENT WORK OF STUDENTS IN MATHEMATICS ^{[№ 1 ' 2016]}
Multi-level training of students, as well as the individual style of educational activity of each of them all at the same time does not allow to go to a particular level of competence (information, mathematical, foreign language, etc.). It requires a special organization of independent work, the development of its methodological support in a tiered system of higher education. Based on work practices, we believe that the individual independent work will be more effective if students will work in groups of 2-3 students, which allows the direct result of the process of knowledge sharing, creates favorable conditions for their active personal involvement in the educational process. Students thus serve as members of the mutual control and mutual motivation as a factor, creative, communicative, socio-cultural activities, providing a significant increase in the effectiveness of the cognitive activity of each participant. Independent work university students in teaching mathematics should be improved, using a personally and professionally — oriented approach, the score-rating system, modern information technology, etc., that will determine the student's individual route to self-employment, improve the quality of his mathematical education. The presented theoretical and practical recommendations to make the individual independent work available for analysis and projected in academic and extracurricular activities.

Nazarov N.V., Kulish N.V.
EDUCATIONAL ACTIVITIES AS A BASIS OF STUDENTS' COMPETENCE ^{[№ 2 ' 2014]}
Various types of the competence conflict aspects were considered in this article: personal or active. Given types of learning tasks that allow students to gain experience of learning activity and create the basis of competence as a quality individual.

Kulish N.V., Tarasova T.N.
THE PEDAGOGICAL TRACKING OF THE STUDENT KNOWLEDGE CHECKING IN MATHEMATIC ^{[№ 9 ' 2010]}
The authors reveale the significant for pedagogy problem of the checking of the knowledge of students in mathematics in the little studied aspect — designation and content of the pedagogical tracking of this process. The authors substantiate the significance of the checking of knowledge as tentative basis for the realization of the reflection of the training achievements of students.