*Teaching Training Philosophy:*

** **The basis of the study of mathematical disciplines laid a

*level*

*training methodology (technology*).

**The**

*purpose*of the

*level*

*technology*of the educational process is

*to create conditions*to enable every student in an

*activity*corresponding to

*his zone*

*of proximal development*,

**i. e.**

**providing conditions for self (and / or under the supervision of a teacher) assimilation program material to the extent and with the depth that allows the individual characteristics of the student.**

*Here are*

*some details of the*

*level*

*methodology.*The whole course of Mathematics is divided into subjects (units) and levels of their understanding. Then every subject is considered in

*3 levels of understanding*: the

*first level*is the

*basic level of understanding*which comprises student's knowledge necessary to make progress in the subject (bad expert of knowledge of the first level implies unsatisfactory grade trough testing); the

*second level*contains all the information that provides students with good understanding of the whole subject matter and suffices for the students to be able

*to work with textbook independently under some supervision of the lecturer*or recitation instructor (first two levels give all the range of students grade estimation including the excellent mark); the

*third*

*level*is

*the highest one that concerns mostly students specializing in the subject*. It assumes several more complicated tests in Math and generally broader and deeper understanding of the subject (this level is supplementary for any course on the subject and helps highly motivated students develop strong research abilities ) To be implemented in the classroom, these levels call for different teaching techniques: constant communicating with students, getting students feedback on the difficulty of the material covered, tests, and exams; illustrating important ideas with proper amount of examples; adequate testing of students performance in the lecture and in the recitation; studying the history of students' failures or successes previously having taken the class; collecting input from the colleagues engaged in similar activities to attempt at providing fair and uniform learning experience for students throughout the establishment and some Such an approach to teaching Math has been realized through lectures and recitations for a number of years in the Byelorussian StateTechnological University. Students have been provided with special brochures containing main ideas of the courses exemplified with a lot of problems and some sample tests with detailed solutions. They have also been given several consultations where students have had their questions answered. Quantative grade assessment has been done by calculating percentage of total work successfully completed by a student.

*Courses taught: *

Undergraduate level courses in *System Analysis*, *Methods Optimization and Statistical Processing of Statistical Results,* *Higher Mathematics:* linear** **algebra,

**mathematical analysis, ordinary differential equations,**

**Fourier analysis, probability theory, statistics and others. Some special graduate level courses such as**

*Dynamical Systems of Control and Observation*classification, existence of solutions,

**with After-Effect:****finite- and infinite-dimensional controllability and observability**

**problems, general principle of duality, applications;**

*Feedback Control for Dynamical*(problem statements and

**Systems with After-Effect: modal control****applications, linear feedback scale, difference and integral controllers, complete and incomplete state information case,**

**dynamical regulators, the Paley-Wiener theorem, integer functions of exponential type, and its applications**

**to systems control theory),**

*stabilization, reconstruction, canonical forms*and others;

*Calculus of Variations and Optimal*

**Control***; Optimization; Mathematical Programming;*and others.

**Game Theory,**