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Item Open Access AN ANALYSIS OF PIAAC SURVEY ON KAZAKHSTAN - GENDER, LEADERSHIP, EDUCATION AND SKILLS(2021 International Young Scholars' Conference, 2021) Yelibay M.; Halasz G.Abstract This paper aims to analyse factors predicting who will occupy leadership positions in Kazakhstan, by exploring variables such as gender, skills, level of education, and family background. The skills that are referred to in this study are competencies assessed in the PIAAC survey of Kazakhstan from 2017. The author will estimate a model whether holding leadership occupations depend on gender, family background and skills, such as numeracy, literacy and the use of ICT at workplaces. In summary, a research perspective that focuses on skills in terms of what people do in work contexts can expand conclusions drawn about leadership. Research results indicate that strategic thinking which result in literacy, numeracy and ICT skills are important for leadership. The study supports existing Western research on gender, leadership, education and skills with an analysis of big data. This empirical research adds findings to the existing data from the Central Asian context, particularly to the sector of gender studies, leadership and education.Item Open Access Investigate mathematical creativity in the fractions topic in fifth grade students(2020 International Young Scholars Workshop, 2020) Assan M.Abstract. The article discusses the methodological problem of familiarizing a younger student with the concepts of "share" and "fraction" in an elementary school mathematics course. In mathematics textbooks for elementary grades, a student receives information about fractions only through a system of practical actions on real objects, quantities and a description of these actions in the language of special mathematical symbols. Teaching fractions is an integral part of the math program. But why are fractions so hard to understand for children? There are three big things that confuse children most often. 1. We often ask children to complete a series of steps without understanding the reasons for these steps. Sometimes, when they are younger, students are not even ready for the development of concepts. 2. Children often have misconceptions about all the complex topics of mathematics, including fractions. When we can help children resist these misconceptions, learning is often easier. 3. Children struggle with fractions for the same reason that children struggle with many new concepts: they just need practice. Examples of such practical actions are given in the article.