TEACHING EXPERIENCE

My teaching experience is really diverse as I began teaching when I was an undergraduate student of the School of Mathematics and Mechanics at Moscow State University. At that time, I was working as an Instructor at the Special High School for Mathematically Gifted Students. I taught courses in *Precalculus, Calculus, Algebra,* and *Elementary Topology*. These were bridge programs that prepared students of secondary and high schools in Moscow to achieve high level competence in mathematics as well as developed their mathematical talents.

Later, as a graduate student, I continued teaching at the *All-Union Long Distance Mathematical School.* It was organized by the School of Mathematics and Mechanics at Moscow State University to help gifted secondary and high school students from the whole country to develop their mathematical skills and to achieve higher level of knowledge. At first, I worked as an Instructor and then as a Head of a group of such Instructors.

Being a post-graduate student at Moscow State University, I taught undergraduate and graduate students courses in *Algebra* and *Topology* and directed a research seminar in algebra. At that time, only the regular faculty was teaching students at the School of Mathematics and Mechanics at Moscow State University because there was a lot of professors and instructors with Ph.D. there. However, in exceptional situations (very rarely), post-graduate students were asked to give lectures and/or direct seminars. It was so in my case because my thesis for Ph.D. had been practically prepared when I had been a graduate student. This experience taught me how it is important to prepare materials for a lecture in advance, to pay attention to the reaction of the students who were listening to a lecture, and to organize content material as a logically expanding system.

Working as a Lecturer at the University Extension of Kiev State University, I taught courses in *Precalculus, Calculus, Algebra, and Geometry. *Teaching there at the levels of high school and undergraduate college students, I understood very well that lecturing must not be a constant conveying information to the students. On the contrary, it has to be a two-sided process involving students in the intellectual activity and conscious participation in the process of education (both during a lecture and after it was finished). Besides, the aim of a teacher is not a simple development of student knowledge but has to be three-fold. First, it is necessary to give students new knowledge. Second, it is important to enhance student practical skills in application of the acquired knowledge. Third, it is essential to develop student personality.

Working as a Professor at International Solomon University, I taught courses in *Calculus, Algebra* at the College of Science*, *and* Logic *at the School of Law*.* In addition to this, I taught courses in *Introduction to Philosophy, Theory of Cognition (Epistemology), Eastern Philosophy,* and *History of Philosophy*, and* Logic* at the College of Humanities. This experience taught me how it important to be strict but just to the students helping them to understand better course material, to develop their responsibility, and to display to them opportunities they had studying this or that particular course. Many undergraduate and graduate students participated in my own research projects or conducted independent projects on which I advised. I am convinced that university education is greatly improved by motivating students to be involved in research. For example, a deep understanding of mathematics can only be acquired by actually doing mathematics.

At the same time, I have organized the *Interdisciplinary University Seminar* at International Solomon University and directed it as one of its two Heads. Researchers from different schools of the University presented and discussed the most timely directions and results in their fields.

Working as a Professor at Kiev State University, I taught the course "*Mathematical Theory of Organization". *The accentuation of the course was on the applications of mathematics providing new facilities for organization creation, management, and development.

Besides, I have organized and directed several research seminars including *Seminar on Methodology of Science *(functioned several years) and *Seminar on Foundations of Mathematics and Information Sciences* (has functioned more that ten years) at the National Academy of Sciences of Ukraine. Scientists, mathematicians, computer scientists, and philosophers from research institutes as well as students and faculty from different universities participated in these seminars. There, I have given numerous lectures on my new research results as well as taught several courses.

This diverse experience is very useful because teaching even one and the same subject not the identical in all situations. For example, for mathematics majors, the value of a mathematical course may lie primarily in how clearly and thoroughly the subject material is communicated. For other students, the value of such a course lies more in how it fosters the analytical skills essential in their professional activity. In both cases, it is possible to find a lot in history. Consequently, teaching mathematics, I always tried to combine rigorous exposition of the necessary materials with the attraction of the interest of students, enlargement of their knowledge with practical skill development. On my opinion, it is very important to create a feedback from students to a teacher in order to regulate the exposition of the taught material.

In addition to this, I have other experience very useful for practical teaching. For many years, I was working at the Institute of Pedagogy and Institute of Content and Methodology of Education where my research was connected with problems of higher education and educational technology. Consequently, I am acquainted with various approaches in philosophy as well as in methodology of education. In particular, I have investigated evaluation and assessment in education creating new methodology for these important processes. Besides, I have developed curricula of new courses for secondary, high schools, and universities.

At the same time, I applied my advanced knowledge in pedagogy not only to teaching students but also to teaching teachers. Namely, I have organized and directed Colloquium "*Creativity in Education"* at the Pedagogical Society of Ukraine. At this Colloquium, I and other experts in education and pedagogical sciences lectured to teachers on vital problems of teaching and organization of pedagogical process.

During my work at the Institute of Psychology, I researched problems of the development of an individual, especially, in intellectual aspects by developing the intellectual activity of a person. In addition to this, I have been developing theory of personality, problems of creativity, and theory of intellectual activity. All these results, even the most theoretical of them, were aimed at helping researchers in education and practical teachers to develop new more efficient methodology of teaching.