Abstract
The article considers the certain features of the development of learners’ logical reasoning in classes with different subject-specialization at secondary school. A short author’s review of literature suggests that three main directions have been formed in the theory of teaching mathematics in the last 50-60 years in . The author investigates them in brief. The analysis shows that the current approach to forming pupils’ logical thinking, significantly varies depending on the subject-specialization and the level of mathematics training. More detailed investigation of particular methods and techniques of teaching the elements of mathematical logic in classes with advanced study of mathematics are given in the article.
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