PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF DEVELOPING LOGICAL THINKING OF STUDENTS IN MATHEMATICS LESSONS

Abstract

The article examines the key approaches and principles for diagnosing and developing students' logical thinking. It emphasizes the importance of creating favorable psychological and pedagogical conditions that enable students to perform analytical, synthetic, and abstract operations. The study introduces three major diagnostic approaches—personality-oriented, dynamic, and prognostic—and outlines principles for evaluating logical thinking through behavior analysis, teaching methods, and psychodiagnostic tools. Logical thinking is classified by type of activity, level of development, form of manifestation, domain of activity, and age-related developmental characteristics. The article also differentiates between actual and potential, open and hidden, as well as general and specific types of logical thinking. The diagnostic process, structured around a seven-stage method, includes observation, surveys, peer and self-assessments, and analysis of students’ creative work. Two main groups of diagnostic criteria are presented, which determine the level of logical thinking—high, medium, or low—based on the presence of motivational, emotional-volitional, and intellectual-active components.