Theoretical and Pedagogical Foundations for Developing Cadets' Intuitive Competence through Higher Mathematics Education

The article develops theoretical and pedagogical foundations for forming cadets’ intuitive competence through higher mathematics education. The study uses conceptual analysis of mathematical intuition, intuitive expertise, dual-process theories, and mathematical modelling. The proposed competence comprises identifying relevant features, making an initial conjecture, selecting a model, verifying conjectures mathematically, and transferring conclusions. An instructional cycle connects conjectures, mathematical verification, feedback, and reflection. Four worked educational models address wind compensation, cable-route optimisation, Bayesian diagnosis, and fuel reserves under variable consumption. The results comprise a conceptual model and analytical solutions; educational effectiveness requires empirical testing.