INFORMATION TECHNOLOGIES IN MODERN MATHEMATICAL EDUCATION
Introduction. The article presents a study on the problem of higher mathematical education. The purpose of the article is to show that the development of information technologies has led to the need to shift the emphasis in the traditionally developed content of the mathematical education of military cadets, whose future specialization is not connected with mathematics, but which in their professional activities may have to use mathematical methods. Methodology. The research was conducted on the basis of the methodology of the productive approach, the analysis of publicistic articles and public speeches of outstanding mathematicians practicing teaching in higher education, methods of comparison and analogy in revealing the general in the mathematical abilities and abilities of a successful commander. Results lie in the modern interpretation of the approach of Lev Dmitrievich Kudryavtsev to the results of irradiation of students of universities and the analysis of the opinions of outstanding mathematicians of modern times about the state of mathematical education in Russia, as well as statements made at the parliamentary level about the concern about the state of mathematical preparedness of graduates of schools and universities. The classification of the mathematical abilities of Henri Poincaré is given and compared with the studies of the abilities of the successful activity of generals, carried out by the psychologist Boris Mikhailovich Teplov. It is established that the psychological characteristics of mathematical abilities necessarily determine the success of commanders. From which the conclusion was drawn about the need for serious mathematical training of military specialists. It is proposed to shift the emphasis in the traditional content of mathematical education in military higher schools to the support of developed information technologies and to transfer the computational part of the educational material to computers. Conclusion. The analysis showed that as a result of the active introduction into the educational practice of information technologies, the ability to formulate mathematical problems, to select appropriate mathematical models for their solution, and to interpret the results obtained will become a product of mathematics training.