Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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    THE IMPACT OF THE USE OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICS AT SCHOOL
    (2024-04-07)
    Gulsum Taukebayeva
    ;
    E. А. Bakirova
    The dependence of students on gadgets and digital technologies poses a significant challenge to the education system, making it imperative to find effective solutions. Interactive games offer a promising approach to addressing this issue, as they not only engage students but also enhance problem-solving skills, facilitate homework checking, and reinforce theoretical concepts. Despite these benefits, interactive games are underutilized in mathematics lessons in Kazakhstan. Therefore, this study aims to experimentally assess the effectiveness of interactive games in enhancing students' cognitive activity during mathematics lessons.The experiment involved 22 10th-grade students from a comprehensive school, divided into a research group and a control group. The research methods included analysis, comparative analysis, synthesis, and generalization of scientific literature, as well as documentary analysis of normative legal acts and educational concepts related to computerization and informatization of education.The experimental intervention lasted one month and consisted of three interactive game-based lessons and one traditional lesson as an exam. The results indicated that students in the research group demonstrated higher levels of engagement and scored approximately 50% higher on the test compared to the control group. These findings suggest that interactive games can effectively enhance cognitive activity and could be implemented in both specialized and general education settings. However, the study's scope was limited to one topic and did not include repetition or other topics, highlighting the need for further research in this area.
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    STEM-based teaching strategies for children with autism spectrum disorder
    (Modestum Limited, 2026-06-10)
    Butabayeva Laura Askarovna
    ;
    Абильдина Салтанат Куатовна
    ;
    Airegim A. Makhmetova
    ;
    Айдана Тайболатова
    ;
    B. Е. Kenges
    This review article examines effective science, technology, engineering, and mathematics (STEM) -based teaching strategies designed to support children with autism spectrum disorder (ASD) in educational settings. With the growing global emphasis on STEM education, it is essential to create inclusive learning environments that address the needs of neurodiverse learners. The article synthesizes findings from recent studies on how structured, visual, and technology-assisted instructional strategies enhance academic achievement, conceptual understanding, engagement, communication, and skills. 24 studies were included in the systematic review based on inclusion and exclusion criteria. The results show that demonstration-guided practice, independent practice, and technology-based interventions were most commonly used in the reviewed studies. Additionally, most studies were conducted in Western and European contexts. The research indicates that STEM interventions for learners with ASD are effective in improving academic skills and subject knowledge in challenging subjects such as science and mathematics. The findings also show that STEM programs enhance social skills, including joint attention, peer communication, and group participation, contributing to social and behavioral improvements. Overall, the evidence suggests that STEM teaching is beneficial and effective for students with ASD in learning STEM topics. Further studies are needed to explore the effectiveness of STEM teaching to students with ASD in developing and underdeveloped countries and middle and high school education.