Gamova N.A., Lutovin E.M.
PEDAGOGICAL CONDITIONS FOR TEACHING MATHEMATICAL ANALYSIS AT A UNIVERSITY TO STUDENTS OF TECHNICAL FIELDS ^{[№ 3 ' 2026]}
The modern world is rapidly changing under the influence of geopolitical and socio-economic transformations, which requires a new approach to teaching students and the introduction of breakthrough technologies and digital innovations in the teaching of disciplines. The article presents the results of a study aimed at identifying the pedagogical conditions for teaching mathematical analysis in the higher education system to ensure the competitiveness of future specialists who can effectively function in an increasingly technologically advanced environment. The article identifies the structural and content aspects of the methodology for teaching mathematical analysis. In the course of the conducted research, a pedagogical model was developed and theoretically substantiated, based on the following pedagogical conditions: the implementation of a strategy for updating educational content and practice-oriented learning to enhance the professional competence of students; the alignment of goals, objectives, and means of teaching mathematical analysis, using interactive technologies; integration of scientific and practical resources. The structure of the developing educational environment as a fundamental factor in the implementation of problem-based and applied contexts in the educational process is analyzed in detail. A mathematical interpretation of the process of teaching mathematical analysis is presented, demonstrating the functional dependence of the success of students’ socialization on their initial personal potential and the effectiveness of the chosen pedagogical strategy. As a result of using a set of pedagogical conditions for teaching mathematical analysis at a university, educational activity acquires a meaningful, content-based, and procedural foundation and structure; the set of forms, methods, and techniques for teaching mathematical analysis becomes a system-forming factor that unites the activities of teachers and students.