DIDACTIC CONDITIONS OF TEACHING MATHEMATICS IN SECONDARY SCHOOL IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

Abstract

The article examines the didactic conditions that ensure the effectiveness of teaching mathematics in lower secondary school within the context of digitalization of education. The relevance of the study is determined by the widespread use of digital resources in modern school practice; however, their pedagogical potential is not fully realized due to insufficient alignment with the logic of mastering mathematical content and lesson structure. The specificity of mathematics education requires a strictly organized didactic learning process, since the acquisition of mathematical concepts is associated with the transition from visual representations to symbolic forms of notation and logical reasoning.

The purpose of the study is to identify and scientifically substantiate the didactic conditions that ensure the effective use of digital educational resources in teaching mathematics to students in grades 5-9. The scientific novelty of the research lies in specifying the didactic conditions for the effective use of digital resources in lower secondary mathematics education based on subject-specific features. In particular, the positive impact of purposefully aligning digital tools with the stages of lesson structure (presentation of new material, consolidation, formative assessment, and reflection) on learning outcomes was proven through experimental and comparative analysis.

The methodological framework of the study was based on systemic, activity-based, and competence-based approaches. The research employed comparative and analytical review of scientific literature, a pedagogical experiment, online surveys of students and teachers, as well as pedagogical observation.

The empirical base included three general secondary schools in Almaty. The survey involved 230 students and 28 teachers, while 230 students participated in the experiment. Comparative analysis showed that the experimental group demonstrated higher academic performance, motivation, and independence indicators than the control group.

The findings made it possible to clarify the didactic conditions for the effective use of digital tools in mathematics teaching. It was demonstrated that the effectiveness of digitalization is determined not by the number of technologies used, but by the quality of their pedagogical integration, consideration of students’ age characteristics, and the teacher’s professional readiness to work in a digital educational environment.

The practical significance of the study lies in the possibility of applying the obtained results in designing mathematics lessons, developing methodological recommendations for teachers, and improving professional development programs.