The article reveals the problem of creating interdisciplinary connections, in particular,

between algebra and geometry, in the system of higher education. Despite the simplicity

and importance of this problem, it has not yet been solved. This problem affects not

only mathematical categories, but also pedagogical and methodological ones. The

first (mathematical) direction is associated with the search for relationships between

algebraic and geometric objects, in particular, between algebraic formulas and geometric

images. The second (pedagogical) direction is due to the need for a teacher to form

interdisciplinary connections to enrich the culture of teachers, stated in the Federal

Educational Standard of Higher Education. The article reveals the features of building

a connection from geometry to algebra, based on the example of the topic “Building

Flat Geometric Shapes with a Compass and a Ruler”, which is part of students’ training

at university. The construction of the connection from geometry to algebra is based on

the analysis of the initial data of a geometric problem in terms of the possibility to

move from the data to the algebraic equivalent that helps in solving the problem. This

equivalent is an equation. The peculiarity of the connection construction is illustrated by

the example of problems of doubling the cube and angle trisection.

Keywords: intersubject connection, algebra and geometry, equivalent, cube doubling

problem, angle trisection problem.

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