  Studying Mathematics requires a synthesis of skills from a multitude of
academic disciplines; logical reasoning being chief among them. This paper
explores mathematical logical preparedness of students entering first year
university mathematics courses and also the effectiveness of using logical
facility to predict successful course outcomes. We analyze data collected from
students enrolled at the University of Winnipeg in a pre-service course for
high school teachers. We do find that, being able to successfully answer
logical questions, both before and after intervention, are significant in
relation to improved student outcomes.
