The article researches the problem of designing visualization technology for an advanced mathematics course by students of engineering specialties. The main components of the technology of visual learning are highlighted: the formation of basic educational elements; models of images of learning objects; improving the quality of analytical training of students, and forming their knowledge, abilities, and skills in the use of scientific and methodological apparatus. A feature of the recommended pedagogical technology is that modern digital technologies are used in its implementation.
Increasing the level of mathematical education of future engineers is an important component of their quality training. This involves understanding the essence of basic concepts and statements studied in advanced mathematics, their interpretation in various sciences, and the ability to build mathematical models and apply mathematical methods in solving applied problems. The article considers the main approaches to establishing interdisciplinary connections in the process of teaching advanced mathematics to students of engineering specialties, in particular, in the field of mechanical engineering.
The importance of using problems that illustrate the need to introduce basic mathematical concepts, which gives motivation and stimulates the study of mathematics, is emphasized. To implement the professional orientation of the advanced mathematics course, considerable attention is paid to applied problems, which contributes to the development of research skills of future specialists. The following types of student activities related to visual mathematical modeling were determined: development of visual mathematical models related to a specific task; selection and – if necessary – an adaptation of the existing model to solve this task; use of interpretation to make recommendations and predict the behavior of a particular procedure, avoiding explicit work with models.