METHODS OF TEACHING HIGHER MATHEMATICS IN A MILITARY HIGHER EDUCATION INSTITUTION UNDER CONDITIONS OF INFORMATIZATION OF THE EDUCATIONAL PROCESS

Abstract

Objective. The article examines the methodology of teaching higher mathematics in military higher education institutions (MHEIs) of Ukraine under conditions of active informatization of the educational process. The focus is on practical aspects of integrating digital platforms, interactive mathematical environments, and artificial intelligence elements into cadet training. Methods. The study is based on the analysis of regulatory documents, scholarly publications on military education and digitalization, as well as the generalization of practical experience in implementing LMS Moodle, mathematical packages GeoGebra, Desmos, and Wolfram Alpha in the educational process of MHEIs. Methods of comparative analysis, systematization, and modeling were applied. Results. A structural model for informatization of higher mathematics teaching in MHEIs has been proposed, encompassing four levels: regulatory-target, content-methodological, technological-instrumental, and control-analytical. A comparative analysis of digital platforms by criteria of functionality, adaptivity, and accessibility under limited network access conditions has been conducted. It has been established that integration of interactive mathematical environments enhances the level of mastery of educational material by cadets and reduces the time required for standard computational exercises. Conclusions. Systematic informatization of higher mathematics teaching in MHEIs requires a comprehensive approach combining regulatory framework, training of academic staff, adaptation of digital tools to the specifics of military education, and consideration of limitations related to information security. A promising direction is the development of specialized adaptive courses in higher mathematics on the Moodle platform with automated assessment elements.