Atanasyan biography mathematician

Denisova, S. Atanasyan Abstract. The article is devoted to the scientific and labor activity of a well -known geometer, the author of school textbooks in the geometry of Levon Sergeyevich Atanasyan. Its biography, scientific activity and results of scientific research are described. Much attention is paid to the scientific and methodological work of L. Atanasyan, a list of its main works is given.

Denisova, S. Atanasyan Abstract. The Article Deals with Scientific and Working Activity of Levon Sergeyevich Atanasyan a Famous Geometer and Author of School Textbooks in Geometry. HIS BIOGRAPHY, Scientific Activity and Results of Scientific Research Are Described in the Article. The Article Focuses on Scientific and Methodological Work of L. Atanasyan and Presents a List of His Main Works.

Levon Sergeyevich Atanasyan was born on December 8, his father Sergey Andreevich Atanasyan at that time served as an officer in the Armenian army. Before the First World War, he studied at the St. Petersburg Agricultural Institute, intended to become a geodeusist engineer. After the outbreak of war, he went volunteering into the army, fought in artillery and in G. he had to return to Yerevan, since there was no way to continue his studies at the institute.

At this time, the Transcaucasian Front collapsed, Russian troops left Armenia, and the Turks began active offensive operations. The Dashnakov government hastily created an army into which the father of Levon Sergeyevich entered the cavalry of the battery commander. He took an active part in the hostilities, was awarded the government awards. The memory has been preserved about him as a hero of that war.

At the stands of the Museum of the History of the Armenian People in Sartarapat, information about wars that defend the independence of Armenia in the GG war. In the city of Atanasyan, without a single shot, she went over to the side of the Bolshevik government. Then the father of Levon Sergeyevich continued his studies at the institute, already in Leningrad.

After graduating from the institute, he took an active part in the creation of the Yerevan Agricultural Institute and taught in it the male. Sergey Andreevich Atanasyan was arrested as a White Guard officer and shot in the same year. The mother of Levon Sergeyevich, Elena Bagratovna, was a teacher of the Russian language and literature in Yerevan schools. He wanted to study mathematics, but as the son of the repressed was accepted only at the road institute.

In the winter of the same year, the war began with Finland, and many students of Moscow universities were drafted into the army. Vacancies opened, and Levon Sergeyevich in the city at the same time, he simultaneously studied at the Moscow Conservatory in the piano class. The war interrupted his studies at the conservatory, but for life there was a great love for music and deep musical knowledge.

In the summer and autumn, at night he was called to the head of the school, Levon Sergeyevich decided that he, like his father, would be arrested. But it turned out that the rector of the Pedagogical Institute has achieved a delay for a few months for the excellent student at the Atanasyan to complete his studies. Less than six months later, he graduated with honors from the institute and was sent to study at the Omsk Military-Podokhny School named after Frunze, and a year, after graduating from the school, received the title of junior lieutenant, was left by a teacher of mathematics and appointed commander of a platoon of cadets in Omsk and then the Barnaul Military School.

Atanasyan was demobilized and returned to Moscow, where he entered graduate school at the Department of Geometry of the Moscow State Pedagogical University named after Perepelkin was successfully defended by a dissertation for the degree of candidate of physical and mathematical sciences on the topic "Equipment of a variety of private species in a multidimensional affinity." After graduate school in Atanasyan, he was left at the Department of Geometry of the Moscow State Pedagogical University named after Lenin as an assistant, in the city of Levon Sergeyevich received the academic title of assistant professor and was seconded by the Ministry of Education of the RSFSR at the Kaluga State Pedagogical Institute for the post of dean of the Physics and Mathematics faculty.

Lenin was elected by competition to the post of head of the Department of Geometry. In this position, he worked as a dean of the Faculty of Physics and Mathematics to G. Atanasyan, and in the city of Levon Sergeyevich was on a long foreign business trip in France, where he first worked as a specialist in higher education programs, and then the head of the UNESCO Secretariat Secretariat.

After returning to Moscow with G. Lenin worked in this post until the last days of his life, until July, Atanasyan was a specialist in the field of multidimensional differential geometry. Already his first works, published in the “Work of the seminar on vector and tensor analysis at Moscow State University”, “Reports of the Academy of Sciences of the USSR” showed that a thin and skilled researcher came in geometry, who could set and solve difficult tasks of differential geometry.

He identified a number of special types of diversity in a multidimensional affin space and thoroughly studied their geometry, built invariant equipment for certain classes of degenerate hyperpan of the affin and projective spaces.Then he began to study the geometry of spaces over algebras. Levo-No Sergeevich published more than 70 scientific and scientific-methodical manuals and articles, as well as about 50 textbooks and textbooks.

Professor L. Atanasyan was a major specialist in higher education, with great international experience. His activity in this area proceeded in two directions: improvement as higher mathematical education in pedagogical higher educational institutions of the USSR, so higher education in generals in universities of various countries of the world. As for the first direction, it is mainly associated with the improvement of the geometric training of students of universities in our country and the CIS countries.

He wrote textbooks, textbooks and tasks in geometry for students of pedagogical universities. They have established themselves well from both the scientific and the methodological side and gained well -deserved fame among students and teachers of Russia and the CIS countries. In general, he published over 20 textbooks and teaching aids for students of pedagogical universities with a total volume of more than printed sheets.

The most significant is the textbook on geometry in two volumes, written in conjunction with Professor V. Bazilev, tasks in the course of geometry of the pedagogical university, prepared by the author’s team of the Department of Geometry under the leadership and editors of L., we note a number of textbooks written by him: “Fundamentals of multidimensional geometry”, “Analytical geometry on the plane”, “Analytical geometry in space”, "The foundations of geometry", "Collection of tasks in analytical geometry." Together with Professor G.

Gurevich, textbooks on geometry, part 1 and part 2, for students of pedagogical universities, “Lobachevsky geometry” and others were prepared. Atanasyan is the author of the program for elementary geometry for students of physical and mathematical faculties of pedagogical universities. In accordance with this program, they co -authored with two members of the Department of Geometry written and published a textbook on elementary geometry for students of pedagogical universities in two parts, which has been published in G.

Perhaps there are not a single university, which is being prepared by mathematician teachers, where they would not use the textbooks written by Levon Sergeyevich. Particular attention was paid to the study of the experience of new open universities of Great Britain and other countries, as well as the so -called communal colleges in the United States.

Directly, for the period of the work of L. Atanasyan in UNESCO, the department under his leadership in various countries carried out about 70 projects to create new and improve the work of existing universities. Given the specifics of the development of higher education in Europe, the UNESCO Secretariat opened the Center for Higher Education, the purpose of which was to study the best practices of the work of individual universities in European countries and innovations in higher education and the dissemination of this experience among UNESCO members.

The creation of the Center, the organization of his work and the coordination of the work of the secretariat with this center were entrusted to L. Atanasyan with his personal participation was prepared and published in various editions of about 40 articles, reviews and various UNESCO activities. Atanasyan, after returning from a foreign business trip, continued active activities in the field of improving the highest and middle mathematical liability.

Until the end of his life, he was a permanent member of the advisory council of the International Institute for Education Planning under UNESCO. He systematically received materials published by this institute, and at the request of the institute’s leadership, he wrote reviews on separate materials. In addition, at the invitation of the institute, he took part in meetings of the advisory council.

Given the great international experience in higher education and his personal contribution to the development of mathematical education in our country, L. Atanasyan was systematically invited to participate in various international conferences, symposia and seminars. One of the areas of scientific and methodological activity of L. Atanasyan is work on the creation of new textbooks and textbooks on geometry for high school.

Atanasyan led the work of the author’s team to write school textbooks on geometry for the GOM classes, which included famous Soviet mathematicians, methodologists and the best school teachers. The author’s team, with the active participation of Levon Sergeyevich, first prepared trial textbooks on geometry, and then several publications of geometry textbooks for the GO classes of a general educational secondary school.

Currently, millions of students in Russia and other CIS countries study these textbooks. These textbooks are translated into eight languages ​​of neighboring and far abroad.In addition to writing school textbooks, Le-Von Sergeevich took part in the preparation and publication of methodological materials for teachers on teaching a geometry course in each class from the 7th in terms of 7th, as well as in the creation of training aids in geometry for schools and classes with in-depth study of mathematics geometry-8 and geometry contain additional chapters for the geometry course of the 8th and 9th grades.

The content of additional chapters expands and deepens the geometric information presented in the chapters of the main textbook, new concepts are introduced here, new interesting geometric facts are considered, the justification of some statements is given, which are accepted on the basis of visual representations, or are offered in the form of tasks of increased difficulty.

The large amount of material presented in additional chapters enables the teacher to use this manual not only for working in the lessons, but also for carrying out optional classes and mathematical circles. The plans of Levon Sergeyevich also had to write additional chapters for the GO and GO classes, but, unfortunately, he did not manage to realize it. All school courses of planimetry and stereometry in our country are built on the basis of appropriate axiomatic.

Atanasyan, when building a school planimetry course, along with traditional uncertain relations of “belonging” and “lying between”, introduces an uncertain attitude of the overlap.

After writing school textbooks, Levon Sergeyevich had a natural need to give a strict substantiation of the viability of the axiomatics, which undergoes the constructed course, that is, to prove the consistency, the completeness of this system with axioms, as well as solve individual issues related to the problem of the independence of the axiom system.