Higher mathematics and creative personality development: a psychological and pedagogical approach in technical education
DOI:
https://doi.org/10.31649/2524-1079-2026-11-1-009-017Keywords:
creative personality, higher mathematics, technical education, differential calculus, optimization problems, psychological‑pedagogical approach, safe educational environment.Abstract
The article substantiates the psychological and pedagogical factors influencing the development of creative personality among students of technical specialties in the process of studying higher mathematics. It is shown that higher mathematics serves not only as a fundamental tool for shaping engineering thinking but also as a universal platform for fostering creativity, critical analysis, and modeling skills essential for the modern engineer. Particular attention is paid to the creation of a safe educational environment that reduces the level of mathematical anxiety, forms a positive self‑concept of the student, and enhances confidence in their intellectual abilities. Strengthening mathematical self‑esteem and developing problem‑solving skills demonstrate a statistically significant correlation with indicators of mathematical creativity, which justifies the study’s emphasis on the use of optimization problems and models as the core of creative training for future engineers. Practical recommendations concern the implementation of formative assessment, the use of open‑ended tasks, the organization of project work, and the facilitative support of the teacher, which stimulates independence and responsibility among students. The results of the study are significant for updating curricula, improving teaching methods, developing innovative educational technologies, and preparing university instructors in technical fields to work under the conditions of digital transformation in education.
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