“Understood mathematics” as a means of implementation concepts of cognitive technology in subject matter areas of socio-economic geography

Philosophical and methodological reasoning becomes popular in any science at a time of doubt about the effectiveness of its research tools. The author of the article discusses the role of subject axiomatization of higher mathematics to identify the specifics of socio-economic geography in the cognitive technology of general university education from the point of view of objective and subjective difficulties of the educational process in the socio-cultural conditions of mixed education. The author analyzes the phenomenon of understanding mathematics in the context of teaching mathematics to non-mathematical students, relying not only on the logic of mathematical reasoning, but also on the cognitive practices of teaching mathematics. The result of “understood mathematics” is always sensual and subjective in contrast to mathematical knowledge, which is associated with objectivity in the process of using the cognitive technology of teaching mathematics for subject area. Since the qualitative diversity of aspects of socio-economic geography is not fully reflected in cognitive technology subject area by axiomatic-formal means of mathematics, the role of philosophical reflection on the problems of mathematical modeling as an effective means of increasing cognition. “Understood mathematics” is the implementation of cognitive teaching technologies taking into account the social problems of economic geography.