The rigor of mathematical knowledge and philosophical reflection of thinking in conditions of education informatization

UDC 167/168
DOI 10.20339/AM.02-26.021

Natalia V. Mikhailova, Cand. Sci. (Philosophy), Docent, Associate Professor of the Department of Physical and Mathematical Disciplines at Institute of Information Technologies of the Belarusian State University of Informatics and Radioelectronics, Minsk, e-mail: n.mikhajlova@bsuir.by

The idea of the rigor of mathematical knowledge should be reflected in teaching mathematics. It should be taught as a well-reasoned science. Although the directions of mathematics are diverse, their unifying principle is a rigorous cognitive essence in the validity of its theories. In such a context, the philosophical reflection of the logical culture of thinking is the only guide to the cognitive issues of mathematical education. Thinking from the point of view of teaching comprehensible mathematics is a multi-level process, including the use of its extra-rational forms, which do not impede the realization of the cognitive capabilities of formal-logical means of teaching rigorous mathematical knowledge. Avoiding nitpicking in the presentation of basic concepts, one can potentially make use of the possibilities of new digital technologies in the educational process.

Keywords: philosophical reflection, rigor of mathematics, logical culture of thinking, understanding of mathematics, digital educational space

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