Computer science, Mathematics and Logic in the aspect of interdisciplinary and metasubject educational communication

Abstract

The article discusses the problem of teaching computer science, mathematics and logic in modern education, in particular, in a secondary general education school as inherited from the problems of the existing relationships between the sciences of computer science and mathematics, as well as generated by the prevailing forms and practice of teaching in the system of general education. The methodological aspects of teaching computer science, mathematics and logic are considered inherent in them and applied to them in a differentiated form: - a meaningful approach inherent in computer science and applied in mathematics and logic; - a formal approach inherent in mathematics and used in computer science and logic; - a socio-cultural approach characteristic of the triad ”computer science-mathematics-logic”. Against the background of the existing correspondence of the selected approaches (or the measure of this correspondence) to each local and independent element of the triad, it is assumed that there is an identification of the regular relations between the subject and the subject of education, the principles of organizing the processes of implementing methodological knowledge based on these regularities. For our study, it is important that the methodology and methodology of each differentiated system of the triad should contain everything that is ”necessary and sufficient” for the functioning of the educational system of the corresponding level. In this aspect, the article notes that mathematics studies form, computer science - form and content. The study of objects only in form leads to formalism in the information sphere (which is unacceptable), therefore, possible integration must be combined with the necessary differentiation. Since the processes of the development of knowledge of science, its methodology and teachingmethods are interrelated and interdependent, it is unconditionally interesting to reveal the potential (possibilities) of intersubject and metasubject connections and relations of the triad under consideration as close, but not homogeneous educational systems that have their own subject. specificity of the content, methods and forms of training. In this perspective, possible ways of solving the problems that have arisen are proposed in the context of changes in the school curricula of the content of information and mathematics education under the influence of the requirements of the new federal state educational standards and the structure of subject teaching in computer science and mathematics, ensuring their efficiency and effectiveness.