Version 1
: Received: 2 October 2024 / Approved: 2 October 2024 / Online: 2 October 2024 (10:49:48 CEST)
How to cite:
Semenov, A. L.; Abylkassymova, A. E.; Akhmed-Zaki, D. School Mathematics in Kazakhstan: a Blueprint for Digital Transformation. Preprints2024, 2024100157. https://doi.org/10.20944/preprints202410.0157.v1
Semenov, A. L.; Abylkassymova, A. E.; Akhmed-Zaki, D. School Mathematics in Kazakhstan: a Blueprint for Digital Transformation. Preprints 2024, 2024100157. https://doi.org/10.20944/preprints202410.0157.v1
Semenov, A. L.; Abylkassymova, A. E.; Akhmed-Zaki, D. School Mathematics in Kazakhstan: a Blueprint for Digital Transformation. Preprints2024, 2024100157. https://doi.org/10.20944/preprints202410.0157.v1
APA Style
Semenov, A. L., Abylkassymova, A. E., & Akhmed-Zaki, D. (2024). School Mathematics in Kazakhstan: a Blueprint for Digital Transformation. Preprints. https://doi.org/10.20944/preprints202410.0157.v1
Chicago/Turabian Style
Semenov, A. L., Alma E. Abylkassymova and Darkhan Akhmed-Zaki. 2024 "School Mathematics in Kazakhstan: a Blueprint for Digital Transformation" Preprints. https://doi.org/10.20944/preprints202410.0157.v1
Abstract
The article discusses the problem of digital transformation of school mathematics education. Two traditions of mathematical education in Kazakhstan are considered in historical perspective: “factory” and creative, research. The key features of the current state of the school education system in Kazakhstan in the framework of the mass school system and alternative systems are considered. The system of state final and current student assessment, elements of the digital economy of education are characterized. The socio-economic and political prerequisites for the possibility of significant changes in the education system are formulated. The necessity is substantiated for the effective development of the country in the 21st century of personality qualities brought up in creative mathematical education in the context of tasks that are “not known how to solve”. It is shown that due to the use of digital technologies, in particular AI technologies, the process of transformation of the education system can be started in modern Kazakhstan. This transformation will be aimed at bringing the education system in line with the needs of the modern economy and modern society. The main components and dimensions of this process are considered. In particular, the necessary changes in the system of training and professional development of mathematics teachers and the necessary elements of continuity of this system with a comprehensive school are indicated.
Keywords
Kazakhstan; general education system; math education; problems “not known how to solve”; digital technologies; AI technologies in education; teacher professional development; continuity of math education
Subject
Computer Science and Mathematics, Other
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
