THE ROLE OF THE INDIRECT PROOF METHOD IN THE METHODOLOGY OF TEACHING MATHEMATICS

The studies of the content of mathematical, and scientific and technical capacities, the objectives of the “Mathematics” subject, and the labor market requirements, as defined by the new state standards for the RA general education, show that the current emphasis is mainly on the development of students’ logical thinking and proving ability, which is its most important component, as well as the skills to apply this ability in the related fields. Based on the above mentioned, the compliance of the current situation with the normative standard documents has been studied. The studies have shown that the methodology of teaching indirect proofs in the learning process requires significant improvement, which is essential for recognizing, modeling, analyzing, and making reasoned conclusions about phenomena in environment, society, culture, and various work sectors, which is considered a standard requirement. The contradiction between the state standard requirements as well as those of the labor market and internship sets the basis for reviewing and developing a methodology of teaching indirect methods of proving mathematical assertions, as well as a system of corresponding problems, which should fill in the relevant gap. The paper presents the features of the formation of students’ proof skills, which are the most important component of logical thinking, the methods of proving mathematical statements, as well as raising the shortcomings of the textbooks and teaching methods of the general education subject “Mathematics” aiming at forming and applying logical thinking.