Research Paper

 Scholar's Digest- Journal of Multidisciplinary Studies 
Volume 02, Issue 04, April, 2023 
ISSN (E): 2949-8856 
Scholarsdigest.org 
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P a g e
 
Changes in education , the demands of math and other school subjects, the opinions of 
experts in the field of mathematics and logic teaching - all of which lead to the following 
conclusions it's coming. 
1) Logical elements must reach the level of science that is specially studied in general 
secondary schools. 
2) It is intended to study logical elements in conjunction with a course in mathematics. 
3) Logical elements must be studied throughout the entire period of teaching math in high 
school, and the beginning of regular study of logic elements should be grade 5. 
However , in the experience of today's schools, the existing possibilities of simultaneously 
teaching elements of mathematics and logic are not being objectively implemented. The study 
showed that logical elements were not adequately included in school mathematical textbooks 
as objects of study, which is why many current mathematics There are no theoretical 
materials in the field of logic in their textbooks , and there are not many logical examples 
and issues. School mathematics textbooks are intended to consider individual issues in the 
field of logic and significantly increase the contribution of logical issues. However, all the 
issues in the field of logic needed to shape the logical literacy of schoolchildren in 
mathematics textbooks have not been addressed or adequately addressed.
Solving more logical issues in school mathematics classes and extracurricular activities 
will serve to improve students' logical literacy and increase interest in mathematics. In order 
to interest students in mathematics classes , it is advisable to give logical issues. Of course, 
this should be approached based on the level of knowledge of the students . Logical issues 
are also common in school mathematics textbooks . It is important that the teacher is able to 
properly explain these issues to the student. Because explaining a logical issue requires a 
great deal of work from the teacher, a proper understanding of the condition of the matter,
being able to distinguish an unknown from a certain one, between an unknown and a known 
one understanding the link . 
Research activities that cultivate a student's logical thinking are known to consist of several 
stages. For example, solving any issue begins with introducing it to its terms and questions.
Based on his or her knowledge and experience, the reader, relying on the information 
provided by the issue, tries to find the relationship between the information provided in the 
subject, that is, in a logical way. It reflects on how to manage an issue. With this , students 
will gain new knowledge. They use this knowledge to solve a similar problem. Many issues 
and exercises provide guidelines such as "draw a question," "draw a reverse issue," "compare," 
and "make conclusions" that call on students to pursue independently. However, experience 
tells us that such guidelines are not enough to improve students' integrity and effectiveness
because they are in general action. Therefore, when solving mathematical issues, it is 
appropriate to use methods of solving illustrations in a matter by guiding students' thinking 
and guiding them. 
Until grade 7, it is recommended that students teach them how to solve logical questions 
and simple logical issues and slowly teach complex logical issues from the same grade. 
Therefore, it is necessary to develop methods of teaching logical issues to students in
mathematics. Engaging in logical issues for 5-7 minutes ( mostly 10 minutes) in 

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