teacher of mathematics

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.

The article notes a sharp drop in the level of general mathematical culture of school graduates, their mathematical illiteracy. The reforms of higher education carried out during the last quarter of the century, which led to a decline in the level of training of future teachers of mathematics for secondary schools (now called bachelors and masters of pedagogical education), contributed to this in no small measure. A number of measures aimed at improving this training with the aim of improving the quality and professional competence of graduate teachers of mathematics are proposed.