Begimqulov Fozil Khidirovich1
DOI: https://doi.org/10.5281/zenodo.17311689
Google scholar:
Zenodo community: https://zenodo.org/records/17311689
Nordic_press journal:
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
The article “The Importance and Relevance of Teaching Applied Mathematics in Higher Education” presents a well-structured and relevant exploration of how applied mathematics connects theoretical knowledge with real-world applications. The author successfully highlights the necessity of strengthening students’ analytical and practical skills through mathematical modeling, real-life examples, and technological tools.
The paper’s main strength lies in its clear identification of the problem—the lack of conceptual understanding of functions—and its implications for understanding more advanced mathematical concepts such as derivatives and integrals. This focus gives the article both scientific and pedagogical value, as it addresses a foundational issue in mathematical education.
The methodological approach, which combines mathematical modeling, observation, and real-world problem analysis, is appropriate and effectively demonstrates how applied mathematics can enhance students’ cognitive engagement. The inclusion of diverse real-life examples from economics, architecture, technology, and everyday life makes the study highly practical and relatable for university students.
The structure of the article is coherent and logically organized: the abstract provides a concise summary, the introduction sets a clear context, and the methodology and analysis sections effectively support the stated objectives. The explanation of the six stages of mathematical modeling is particularly valuable, offering a systematic framework for educators to implement in the classroom.
From a scientific and educational standpoint, the article contributes meaningfully to improving teaching practices in higher education. It encourages a shift from abstract theory to application-based learning, which aligns well with contemporary educational standards and the needs of a knowledge-driven economy.
Minor improvements could include the addition of quantitative data or student performance comparisons to strengthen the empirical foundation of the conclusions. Nonetheless, the article meets academic standards and demonstrates originality, clarity, and pedagogical relevance.
Conclusion:
The article is well-written, methodologically sound, and pedagogically significant. It can be recommended for publication and for practical use by higher education instructors in mathematics and related fields.
