Improving the Mathematical Training of Soviet Engineers
T HE problem of the mathematical education of engineers has many different aspects, most of which are interdependent. But one of the chief aspects is undoubtedly the prominent role played by mathematics in the development of technology. After examining the state of mathematical training of engineers in the higher technical institutions, we are obliged to affirm that its current level is still far below that demanded by contemporary technology and the imminent developments in that field. In order to explain the most important causes of our justifiable dissatisfaction both with what our students know and with the way the course of mathematical studies is organized, and to propose measures for the elimination of these causes, let us begin with the state of affairs in the work of the departments of mathematics. What are the principal defects in the mathematics training of many students which show up in higher technical institutions? In the first place, one must note the superficiality of their knowledge of the mathematics studied, their unsureness of the subject-matter, and their inability to apply the mathematics learned, sometimes even in the simplest cases. The limited scope of the mathematics learned is just as serious a defect. Because of this it becomes more difficult to utilize various branches of this discipline in the requisite degree for the solid study and mastery of the specialized disciplines. These basic defects are closely connected with the great volume of the material to be taught, which is often incommensurate with the capabilities of the students, with the formalism employed in the method of teaching, and with the failure to make sufficient demands on students. Let us stop to consider each of these important factors. Until recently, the mathematics programs offered contained a good