Academic Olympics on Descriptive Geometry As a Catalyst of Heuristic Thinking

N. Sal&#039;kov; Vladimir Vyshnyepolskiy; V. Aristov; V. Kulikov

doi:doi:10.12737/article_5953f3767b1e80.12067677

UDC 51

Academic Olympics on Descriptive Geometry As a Catalyst of Heuristic Thinking

Published в Geometry & Graphics · Volume 5, Issue 2, 2017 · Pages 93–101 · Rubrics: Technique of preparation and carrying out academic competition

DOI 10.12737/article_5953f3767b1e80.12067677

Received: 28.06.2017 Accepted: 04.07.2017 Published: 04.07.2017 Language of publication: RUS

Authors

N. Sal'kov ¹ · Vladimir Vyshnyepolskiy ² · V. Aristov ³ · V. Kulikov ⁴

1 Moscow State Academic Art Institute named after V.I. Surikov (Department of architecture, Professor)
from 01.10.2008 until now Russian Federation

2 MIREA — Russian Technological University (Department of Engineering Graphics, Head)
Moskva, Moscow, Russian Federation

3 Rossiyskiy himiko-tehnologicheskiy universitet imeni D.I. Mendeleev (prorektor po uchebno-metodicheskoy rabote)
Russian Federation

4 Rossiyskiy himiko-tehnologicheskiy universitet imeni D.I. Mendeleeva
Moskva, Moscow, Russian Federation

ABSTRACT

Gaspard Monge wrote: "The charm that accompanies science can overcome man's natural aversion to the mind intenseness and make them find pleasure in their mind’s exercise that for most of people seems as tiresome and boring occupation". He had written it including descriptive geometry. To exercise one’s mind — what is this but the brain building, and science is accompanied just by heuristic thinking, so that brings new discoveries for an intellectual. The most difficult in descriptive geometry is the ability to represent a spatial geometric figure or such figures’ combination on two images. It is clear that the usual problems of a course are resolved within the academic discipline, and are typical ones, readily understandable for any student of a technical high educational institution, while the tasks at Academic Olympics, even if these tasks are destined for use inside a high educational institution, are more difficult. If for a solving of problems from an ordinary problem book on descriptive geometry’s course it is enough to know literally a few algorithms, for tasks of increased difficulty that is not enough. The Academic Olympics’ functions reveal such a feature of those on descriptive geometry as their inseparable property to be a catalyst for development of heuristic thinking. Here there is not only the disclosure of students’ abilities to solve ordinary geometric problems, but the ability to solve problems of heuristic direction in general. It is obvious that knowledge of typical problems on the course of descriptive geometry is absolutely insufficiently, as well as it is insufficiently to know school geometry, that currently almost is not teaching in schools — now it is necessary to have not only the spatial perception, but at least the beginnings of heuristic thinking. This, plus the mobilization of all mental resources, contributes both to the solution of given geometric problems, and further solving other problems in the related areas of science and technology.

KEYWORDS

descriptive geometry Academic Olympic on descriptive geometry subject Olympics education quality.

Information Text References

Authors:

1. Moscow State Academic Art Institute named after V.I. Surikov (Department of architecture, Professor)
from 01.10.2008 until now
Russian Federation

2. MIREA — Russian Technological University (Department of Engineering Graphics, Head)

Moskva, Moscow, Russian Federation

3. Rossiyskiy himiko-tehnologicheskiy universitet imeni D.I. Mendeleev (prorektor po uchebno-metodicheskoy rabote)

Russian Federation

4. Rossiyskiy himiko-tehnologicheskiy universitet imeni D.I. Mendeleeva

Moskva, Moscow, Russian Federation

Type:

Article

Pages:

from 93 to 101

Status:

Published

Subject area:

UDC 51

Language:

Russian, English

Keywords:

descriptive geometry, Academic Olympic on descriptive geometry, subject Olympics, education quality.

Text

Вот что писал о науке, в том числе и о начертательной геометрии, ее создатель Г. Монж [21]: «Очарование, сопровождающее науку, может победить свойственное людям отвращение к напряжению ума и заставить их находить удовольствие в упражнении
своего разума, что большинству людей представляется утомительным и скучным занятием».

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