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Item Open Access Improving Student Engagement and Academic Achievement Through Real-Life Applications of Proportion(SDU University, 2025) Alimzhanova Zh.This study investigates the impact of incorporating real-life tasks in the teaching of proportions on student engagement and academic performance. It is grounded in constructivist and situated learning theories and employs a quasiexperimental design. The intervention was carried out in a public school in Kazakhstan, involving 24 sixth-grade students in a single experimental group without a control group. The results demonstrated that real-life contextual problems enhance students’ motivation, functional mathematical literacy, and critical thinking skills. The research also includes a comparative analysis of Kazakhstani and Singaporean mathematics textbooks. Findings reveal that Kazakhstani materials emphasize formal procedures over real-world problem-solving, whereas Singaporean textbooks integrate contextual tasks more extensively. This highlights a need for curriculum modernization to better reflect practical applications and build essential competencies in mathematics education. The experimental phase involved a proportion unit designed around real-life scenarios such as calculating discounts, adjusting recipes, working with scale models, and budgeting. Students worked individually and collaboratively, completed pre- and post-lesson questionnaires, and took a summative assessment. The comparison of results before and after the intervention showed a clear improvement in both academic outcomes and student engagement.Item Open Access Improving the conceptual understanding of mathematics by solving real-life problems: a comparative analysis of methods and approaches(SDU University, 2025) Sagyndyk A.This study investigates how solving real-life mathematical problems can improve students’ conceptual understanding. A quasi-experimental design was implemented in two Grade 9 classrooms at a Kazakhstani secondary school. While both groups worked with the same real-life performance tasks, the experimental group (9A) engaged with them through rich tasks and the “5 Practices” model (Smith & Stein, 2018), fostering inquiry-based learning and mathematical discourse. The control group (9B) used traditional instruction methods. Quantitative and qualitative data were collected through pre-tests, posttests, performance tasks, observations, and reflection journals. Results showed significant improvement in both groups, but the experimental group demonstrated more consistent conceptual growth and deeper reasoning. The study concludes that combining real-life tasks with structured inquiry-based strategies enhances mathematical thinking, supports soft skill development, and contributes to more meaningful learning experiences.Item Open Access The Impact of Gamified Learning Strategies on Student Achievement in Algebra and the Fundamentals of Analysis(SDU University, 2026) Gubasheva A.This study examined the impact of gamified learning strategies on Grade 10 students’ achievement in Algebra and the Fundamentals of Analysis and explored students’ perceptions of the gamified learning experience. A quantitative quasiexperimental design was used with 58 tenth-grade students from one school in Kazakhstan, including 29 students in the experimental group and 29 students in the control group. The intervention focused on derivative-based topics, including critical points, extrema, monotonicity, intervals of increase and decrease, and maximum and minimum values. A 25-item multiple-choice achievement test was administered before and after the intervention to measure students’ achievement. Students’ perceptions were measured using the GAMEFULQUEST questionnaire, which was completed by the experimental group after the intervention. The results showed that both groups improved from pre-test to post-test; however, the experimental group demonstrated greater improvement. The experimental group’s mean score increased from 10.28 to 17.52, while the control group’s mean score increased from 10.52 to 12.59. The posttest comparison showed a statistically significant difference in favor of the experimental group, t(56) = 5.27, p < .001, with a large effect size, Cohen’s d = 1.38. GAMEFULQUEST results indicated generally positive perceptions of the gamified learning experience, especially in the dimensions of Accomplishment and Guidance. The findings suggest that gamified learning strategies can support student achievement and create a positive learning experience in upper-secondary mathematics classrooms.Item Open Access Improving the methodology of distance learning mathematics for students in grades 5-6(SDU University, 2026) Yegeubekov Y.This study investigates the effectiveness of distance learning mathematics instruction for sixth-grade students through the use of video-based lessons and interactive digital tools. The research employed a quasi-experimental pretest–posttest design involving two sixth-grade classes in a private school in Kazakhstan, with one experimental group and one control group. The intervention included teacher-created instructional videos, Wayground and Kahoot activities, and structured online learning tasks. Data were collected through pre-tests and post-tests measuring students’ academic achievement in mathematics. The findings showed significant improvement in both groups after the intervention. The experimental group demonstrated higher engagement and positive learning outcomes, the difference between the groups was statistically significant. The results suggest that digital tools and video-based instruction can support student engagement and enhance the effectiveness of distance mathematics learning.Item Open Access THE EFFECT OF GEOGEBRA ON ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN GEOMETRY LEARNING(SDU University, 2026) Abdualiyeva G.This study investigates the effect of integrating GeoGebra into geometry instruction on students’ academic performance at the high school level. The research was conducted among students in 10-th grade from “125 High School” in Kyzylorda city. The primary purpose of the study was to examine whether the use of dynamic geometry software GeoGebra contributes to improved learning outcomes in geometry. A quasi-experimental research design with pre-test and post-test measures was adopted. The participants included 35 students, who were assigned to experimental and control groups. The findings revealed that students who learned geometry through GeoGebra showed greater improvement in geometric understanding and higher post-test scores than those in the control groups. These results suggest that GeoGebra facilitates deeper comprehension of geometric concepts and supports active student engagement in the learning process. Overall, the study demonstrates that the integration of digital tools such as GeoGebra can effectively enhance geometry learning and represents a valuable auxiliary tool to traditional instructional approaches in mathematics education.Item Open Access Enhancing Students' Interpersonal Skills in Secondary School Mathematics Education(SDU University, 2026) Ongarbek A.This study investigates the development of students’ interpersonal interaction skills in secondary school mathematics education. The relevance of the research is determined by the growing need to enhance students’ communication, collaboration, and mathematical discourse skills in accordance with contemporary educational requirements. In mathematics lessons, students are expected not only to solve tasks correctly, but also to explain their reasoning, justify their ideas, listen to peers, and participate in meaningful discussion. The purpose of the study was to identify effective pedagogical conditions for developing interpersonal interaction skills among secondary school students in mathematics education and to test their effectiveness experimentally on a sample of seventh-grade students. The research employed theoretical and empirical methods, including analysis of pedagogical literature, classroom observation, questionnaires, pedagogical experimentation, and qualitative analysis of the obtained results. A methodological system based on dialogic teaching, collaborative learning, communicative tasks, and psychotype-based group organization was developed and implemented. The results of the study showed that the proposed methodology had a positive impact on students’ communication, cooperation, active participation, confidence in expressing ideas, and ability to use mathematical language during lessons. The scientific novelty of the study lies in the development and experimental validation of a psychotype-based model for organizing collaborative learning in mathematics lessons. The practical significance of the research is associated with the possibility of applying the proposed instructional strategies and communicative tasks in secondary school mathematics education.