Department of Higher Mathematics

The Department has operated since the foundation of the University, then the Belarusian Forestry Engineering Institute, in 1930. Initially, the Department’s name was the Department of Higher Mathematics and Physics.

The Department of Higher Mathematics is considered to be a general technical department. It runs teaching in higher mathematics and in mathematical methods and models for all specialities (both full-time and correspondence education). Also, the Department delivers the elementary mathematics course at the Faculty of Pre-university Training, provides methodological and consulting services for secondary educational institutions, in particular, runs lessons and consultations in elementary mathematics at various preliminary courses and in lyceum classes.

Now, the courses run by the Department are as follows:

  1. Mathematics;
  2. Higher Mathematics;
  3. Experiment Design and Implementation;
  4. Equations of Mathematical Physics;
  5. Mathematical Economic Methods and Models;
  6. Econometrics and Mathematical Economic Methods and Models;
  7. Process and System Optimization Methods;
  8. Computational Mathematics.

The Department has developed the course of System Analysis and, jointly with the Department of Automation of Technological Processes and Electrical Engineering, the course of Mathematical Models, Methods and Computerization of Technology in Automation Systems.

For all courses run by the Department, standard and/or detailed curricula have been developed and, also, appropriate methodological documents have been prepared.

Lectures are delivered by Professors and Assistant Professors, having extensive experience of teaching.

For more effective teaching, the level-type person-oriented educational technology has been developed at the Department, and its implementation is in progress now. The purpose of this technology is to provide conditions for each student’s involvement into the activities meeting the scope of his or her nearest development, to ensure conditions for unsupervised (and/or supervised by the teacher) studying of the course material, with the scope and depth of this studying meeting the student’s individual capabilities. In accordance with the level-type approach, the course material is subdivided into units (topics), classified into three levels: A, B and C. The material of the first level (A) includes the scope of knowledge that is mandatory for studying, the core curriculum, or the “minimum program”, i.e. the level of knowledge necessary for successful further education. The second level (B) includes knowledge that expands the student’s understanding of the topics studied, describes relations between the terms and methods studied in different sections of the course, provides their rigorous mathematical rationale and gives examples demonstrating how the mathematical methods can be applied for practical tasks. In total, the material A+B completely covers the standard curriculum in higher mathematics, the “maximum program”, and it is sufficient for unsupervised (or supervised by the teacher) work with textbooks and other training literature. If a student demonstrates complete understanding of this scope of knowledge, he or she gets a highest mark at the examination. The level C (optional) includes more difficult material, expanding and deepening the standard mathematical education for an engineer, such as the contemporary branches of mathematics and its application, mathematical modeling, investigation of real practical problems within the scope of the speciality, non-standard problems (similar to those offered for solving at Mathematical Olympiads) for which the solving method shall be searched for, etc. The material of three levels (A+B+C), the “in-depth program”, opens the way for researches in applications of mathematics. To study the lower-level material, a student doesn’t need to refer to higher levels. The students that have studied and understood the basic level are involved in additional activities intended to develop their creative and intellectual capabilities, such as mathematical circles, essays, reports (that can be delivered to the groups of students or to all the students studying the course), contests, conferences, Mathematical Olympiads, mathematical modeling of industrial processes etc. Individual schedule of studying is offered for the students gifted in mathematics. As a result of these approaches, the students won the prizes of national and other Mathematical Olympiads, obtained honorable diplomas and categories at the contests of students’ scientific papers (including the contests held abroad) and prepared scientific publications.

The activities combining studies and entertainment are held for the students, such as mathematical auctions for which all interested are welcomed.

The Department pays great attention to the student’s personality upbringing, formation of civil position, mathematical and general culture.

The Department staff members actively participate in research activities covering the important areas of contemporary mathematics, such as the mathematical theory of control and observation in complex dynamic systems, differential geometry, boundary value problems, mathematical modeling etc. The results achieved are recognized by the international scientific community and published in leading mathematical journals. The Department teachers are invited as lecturers to foreign universities, to the Organizational Committees of international conferences, as opponents at the defense of theses for the scientific degrees of Candidates and Doctors of Sciences, work as reviewers in leading peer-reviewed journals, participate in Certification Councils awarding doctoral degrees etc.