APPROACHES TO SOME PARADOXICAL CONCEPTS IN THE TEACHING OF PHYSICS AND MATHEMATICS
SAHIB SULEYMANOV
The article discusses paradoxical concepts encountered in the teaching process of physics and mathematics in secondary schools, explores their causes and essence, and presents approaches to addressing these concepts. Paradoxical concepts are explained from a philosophical aspect and supported with examples. The article studies the connection between the physical and mathematical knowledge students acquire in secondary schools and their relation to real-life and philosophic knowledge, placing a strong emphasis on transdisciplinary integration. The article holds relative significance in terms of exploring and to some extent understanding the abstract elements of life, as well as developing thinking and various forms of thought that shape it in students.
