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Abstract
This article analyzes the pedagogical potential of a research-oriented approach in teaching elements of functional analysis in higher education institutions. The study highlights the issues of engaging students in scientific inquiry during the learning process of abstract concepts in functional analysis, as well as developing their mathematical thinking and research competencies. The advantages of using research-based educational technologies and their impact on the learning process are discussed. The obtained results indicate that the use of problem-based learning, project activities, and independent research tasks in teaching functional analysis contributes to a deeper understanding of the subject by students.
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