Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ЭФФЕКТИВНОСТЬ ДИФФЕРЕНЦИРОВАННОГО И ИНДИВИДУАЛЬНОГО ОБУЧЕНИЯ ЭЛЕМЕНТАМ МАТЕМАТИЧЕСКОГО АНАЛИЗА В ПРОФИЛЬНОЙ ШКОЛЕ(2021-03-25); The article presents the results of the study of the effectiveness of differentiated and individual learning elements of mathematical analysis. Independent implementation of multi-level tasks by students demonstrate a positive psychological climate in the classroom. This determines that the success of overcoming complex difficulties gives a powerful impetus to the strengthening of cognitive activity. Improving methods of teaching mathematics in school will lead to the need for differentiated study of mathematics, including elements of mathematical analysis. In addition, the article defines the General requirements for the implementation of profile differentiation in teaching mathematics in secondary school, sets out the levels of differentiated education and types of differentiation, and shows the improvement of cognitive abilities of students by considering the features of the introduction of the concept of integral in the profile school. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, DIFFERENTIATED TEACHING IS A FORM OF ORGANIZATION OF THE EDUCATIONAL PROCESS(2023-08-30); Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, МЕТОДЫ И ПРИЕМЫ ОБУЧЕНИЯ РЕШЕНИЮ НЕСТАНДАРТНЫХ ТЕКСТОВЫХ ЗАДАЧ(2023-09-25)Мақалада жалпы оқушылардың орта білім беру жүйесіндегі алған математикалық білімдері практикалық маңыздылығымен, оның ойлауын дамыту мен қалыптастырудағы мүмкіндіктерімен, шындықты білудің ғылыми әдістері туралы идеяларды құруға қосқан үлесімен анықталатындығы туралы баяндалған. Бүгінгі мектептің өзекті міндеті әр оқушыға өз мүмкіндіктерін сезіну және білім беру қызметінің мазмұны мен формаларын қолда бар таңдау негізінде өзінің білім беру траекториясын қамтамасыз ету болып табылады, соның негізінде пәнді тереңдетіп оқуға және оқушыларды бейінді жоғары оқу орындарында білім беруді жалғастыруға дайындауға бағытталған авторлардың еңбектерін негізге алып мысалдар келтірілген. Мақала тақырыбының өзектілігі мен мақсаты, сонымен қатар, математиканы оқыту нәтижелеріне қойылатын заманауи талаптар пәндік білімді игерумен оларды күнделікті өмірде, практикалық мәселелерді шешу барысында қолдану және мектеп бағдарламасында стандартты емес мәтіндік есептерді шешудің бірнеше әдіс-тәсілдері қарастырылып, оларды тақырыпқа сәйкес 5-6 (бақылау және тәжірибелік) сыныптарда жүргізілген эксперимент нәтижелері диаграмма арқылы көрсетілген. Стандартты емес есептерді шешуде қолданылатын әдістерді қолдана отырып, мәтіндік есептерді шешудің мысалдары мен нұсқаулары келтірілген. Түйін сөздер: білім беру жүйесі, стандартты емес мәтіндік есептер, құзіреттілік, заманауи технология, шығармашылық, дағды, математикалық сауаттылық. В статье рассматриваются математические знания, полученные учащимися общеобразовательной школы в системе среднего образования, которые определяются их практической значимостью, возможностями формирования и развития мышления, вкладом в создание представлений о научных методах познания действительности. Актуальной задачей современной школы является обеспечение собственной образовательной траектории на основе осознания каждым учеником своих возможностей и имеющегося выбора содержания и форм учебной деятельности, приводятся примеры работ авторов, направленных на углубленное изучение предмета и подготовку учащихся к продолжению обучения в профильных вузах. Современные требования к результатам преподавания математики наряду с освоением предметных знаний предусматривают обучение применению их в повседневной жизни при решении практических вопросов. В статье приведены результаты эксперимента, проведенного в 5-6 (контрольных и экспериментальных) классах по обучению методам решения нестандартных текстовых задач практического содержания, которые представлены в виде диаграммы. Приведены примеры решения и указания к решению текстовых задач с использованием методов, применяемых при решении несандартных задач. Ключевые слова: система образования, нестандартные текстовые задачи, компетентность, современные технологии, творчество, навыки, математическая грамотность. The article considers the mathematical knowledge gained by students of a comprehensive school in the secondary education system, which is determined by their practical significance, the possibilities of forming and developing thinking, contribution to the creation of ideas about scientific methods of knowing reality. The actual task of the modern school is to ensure its own educational trajectory based on each student's awareness of its capabilities and the available choice of content and forms of educational activity, examples of the authors' works aimed at in-depth study of the subject and preparing students for continuing their studies in specialized universities are given. Modern requirements for the results of teaching mathematics, along with the development of subject knowledge, provide for training in the use of them in everyday life in solving practical issues. The article presents the results of an experiment conducted in 5-6 (control and practical) classes on teaching methods for solving non-standard textual problems of practical content, which are presented in the form of a diagram. Examples of solutions and instructions for solving text problems using methods used in solving non-standard problems are given. Keywords: education system, non-standard text problems, competence, modern technology, creativity, skills, mathematical literacy. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Improving university students’ engagement in physical education through differentiated instruction and motivational strategies(2025-06-02); ; Цитирования (OpenAlex) 3Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, FUNCTIONS OF STUDENTS’ ICT COMPETENCIES IN MODERN BIOLOGICAL EDUCATION(Shakarim University, 2025-12-30); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Improving the physical activity of university students differentiated guidance and strategies(Perinatal Medicine Foundation, 2026-01-01); This study aims to enhance university students' engagement in physical education (PE) by applying a set of differentiated instructional strategies and motivational interventions.Declining levels of student participation in PE present a significant challenge in higher education institutions, necessitating pedagogically sound solutions.A quasi-experimental study was conducted at M.Kh.Dulaty Taraz University with 152 undergraduate students from four faculties.The intervention comprised individualized grouping based on fitness levels, theoretical modules on health literacy, flexible class formats (including outdoor activities), and motivational events such as sports competitions.Engagement was measured using pre-and post-intervention questionnaires and statistically analyzed via t-tests and ANOVA.The intervention yielded statistically significant increases (p < 0.001) in student engagement across all measured dimensions, including participation frequency, intrinsic motivation, and satisfaction with PE.Differentiated, studentcentered instructional models combined with motivational support significantly improve engagement in university PE settings.The study provides a scalable framework for educators and administrators to improve PE program effectiveness, support student well-being, and foster lifelong healthy behaviors through targeted pedagogical innovations. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Individual differences in language learning: temperament, cognitive styles and personalization of instructionThis empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Differentiated Instruction in Inclusive English Classrooms: an Umbrella review(Al-Farabi Kazakh National University, 2026-06-20); ; In inclusive educational settings, learners exhibit diverse levels of readiness, abilities, and learning preferences, necessitating the use of flexible and adaptive instructional approaches. This umbrella review synthesizes evidence from systematic reviews and meta-analyses examining the effectiveness of Differentiated Instruction (DI) in inclusive English language classrooms. This study aims to analyze how differentiated instruction-encompassing content, process, product, and learning environment-affects students’ learning outcomes in inclusive English classrooms. Methodologically, the study adopts an umbrella review design conducted in accordance with PRISMA guidelines and the Joanna Briggs Institute (JBI) methodology. Relevant systematic reviews and meta-analyses were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases and critically appraised to ensure methodological rigor. The findings indicate that differentiated instruction has a positive impact on learners’ grammar, reading, speaking, and writing skills, as well as on student motivation, classroom engagement, and social integration. Content and process differentiation demonstrate the most consistent effects across studies. The value of this study lies in identifying the most effective differentiation strategies for inclusive English language classrooms. The results offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance inclusive and learner-centered English language education. Keywords: inclusive education, differentiated instruction, English language teaching, umbrella review, systematic review. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the Effects of Differentiated Digital Instruction on English Language Teaching in Inclusive Classrooms(Journal of Social Studies Education Research, 2026-06-27); ; ; Gulbagira SaurukovaThis study aimed to examine the challenges teachers face in differentiated digital instruction in inclusive English language classrooms and to investigate its effects on students’ English achievement and attitudes. The study was designed as an exploratory mixed-method study. In the qualitative phase, data were collected from 27 English teachers through semi-structured interviews to explore their experiences, professional development needs, and support expectations. In the quantitative phase, a pre-test–post-test control group design was implemented with 52 inclusive 7th-grade students. The experimental group received differentiated digital instruction, while the control group followed traditional textbook-based instruction. Data were analyzed using content analysis and Mann–Whitney U tests. The findings indicate that teachers experience difficulties related to time constraints, lack of resources, and the management of student diversity. However, they demonstrate a strong interest in professional development and emphasize the need for practical and application-oriented support. Quantitative results show that differentiated digital instruction has a positive effect on students’ English achievement and attitudes compared to traditional instruction. These findings suggest that differentiated digital instruction can support inclusive teaching practices when combined with appropriate pedagogical design and institutional support. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, DIFFERENTIATED APPROACH IN ENGLISH LANGUAGE TEACHING THROUGH NUMERAL-BASED PHRASEOLOGICAL UNITS: A LEARNING ANALYTICS PERSPECTIVE(2026-07-01); ; This paper examines numeral-based phraseological units in Kazakh, English and Russian literary texts from linguistic, cognitive and pedagogical perspectives. The study aims to identify the semantic, cultural and interpretative features of numeral-based phraseological units and to explore their pedagogical potential within the framework of differentiated instruction in English language teaching (ELT). The study employs the methods of system and comparative analysis, synthesis, deduction, classification and analysis of scientific publications. The study provides a classification of numeral-based phraseological units across the three languages based on three parameters: semantic transparency, cultural load and interpretative complexity. The findings demonstrate that phraseological units differ significantly in their symbolic meanings, cultural specificity and interpretative complexity across the three languages. Kazakh phraseology reflects cultural and ancestral symbolism, English phraseology is characterized by communicative pragmatism and semantic transparency, while Russian phraseology demonstrates metaphorical expressiveness and emotional coloring. The scientific significance of the research lies in its interdisciplinary and comparative approach to the analysis of numerical symbolism within the framework of differentiated ELT. The practical value of the study consists in the possibility of adapting phraseological material to learners’ language proficiency and intercultural competence, thereby improving vocabulary development, interpretative skills and intercultural communication during classroom activities. The proposed classification framework may serve as a methodological basis for developing culturally adaptive and differentiated teaching materials within a learning analytics approach to multilingual ELT environments.