математическая логика

Introduction. The article is the third part of the author’s article under the same title published in previous issues of this journal. It discusses the problem of forming the logical competencies of future mathematics teachers both at the undergraduate level and at the master’s level. Theoretical analysis. In this case, logic is considered in three aspects – classical Aristotelian logic, modern mathematical logic and its application to Aristotelian logic, non-classical logics.

The article is the second part of the author’s article under the same title, published in the previous issue of this journal. The article discusses the problem of formation of logical competences of future teachers of mathematics both at the level of bachelor’s degree and at the level of master’s degree. In the article, logic is considered in three aspects – classical Aristotelian logic, modern mathematical logic and its application to Aristotelian logic and non-classical logics.

The article discusses the problem of formation of logical competences of future mathematics teachers both at the undergraduate and graduate levels. In this case, the logic is considered in three aspects – classical Aristotelian logic, modern mathematical logic and its application to Aristotelian logic, non-classical logics. The author suggests a range of measures related to the content of logical training of future mathematics teachers at pedagogical and classical universities aimed at its improving and enhancing students’ logical and general professional competence.