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  with After-Effect:  classification, existence of solutions, finite- and infinite-dimensional controllability and observability problems, general principle of duality, applications; Feedback Control for Dynamical Systems with After-Effect:  modal control (problem statements and 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; Game Theory, and others.