Мектеп математикасын оқытуда кейс әдісін қолданудың әдістемелік ерекшеліктері

М.Х. Абдукаримова; Э.Т. Адылбекова

doi:10.5281/zenodo.18731636

Authors

М.Х. Абдукаримова South Kazakhstan Pedagogical University named after Ozbekali Zhanibekov Author
Э.Т. Адылбекова South Kazakhstan Pedagogical University named after Ozbekali Zhanibekov Author

DOI:

https://doi.org/10.5281/zenodo.18731636

Keywords:

case method, mathematical modeling, functional literacy, critical thinking, problem-based learning, school mathematics

Abstract

Background and purpose. The modern education system is aimed at developing students’ functional literacy, analytical skills, and critical thinking. Therefore, there is a need to implement effective pedagogical technologies in school mathematics that connect theory with real-life situations.
The purpose of the study is to identify the methodological features of applying the case method in school mathematics teaching and to assess its impact on students’ mathematical understanding.

Materials and Methods. The study was conducted among 6th-grade students of a general education school in Shymkent (52 students). The case method was applied in the experimental group, while traditional teaching was used in the control group. The study covered topics such as linear equations, percentages, and motion-related problems. Diagnostic tasks, control tests, and surveys were used.

Results. As a result of the experiment, the academic performance of the experimental group increased from 64% to 82%, while the control group showed an increase only up to 72%. Students significantly improved their skills in mathematical modeling, proving statements, and solving problems using multiple methods. 78% of students reported understanding the connection between the lesson and real-life situations. Systematic use of the case method positively influenced the development and improvement of mathematical modeling skills. Analyzing real-life situations, translating problems into mathematical language, and interpreting results enhanced students’ abilities. This approach increased the level of applying theoretical knowledge to practical tasks and contributed to the development of functional literacy and logical thinking.

Conclusion. The case method is an effective pedagogical technology in school mathematics teaching that deepens mathematical understanding and develops students’ research and communicative skills. This method transforms the student from a passive recipient of knowledge into an active creator of knowledge and aligns with the requirements of modern education.The pedagogical significance of the results lies in shifting learning from the transmission of ready-made knowledge to a practical cognitive process, where students analyze problems, build mathematical models, make conclusions, and interpret results. This promotes conscious knowledge acquisition, the ability to apply knowledge in new situations, enhances learning motivation, and fosters functional literacy. Theoretical conclusions confirm the effectiveness of constructive and activity-based approaches. Gradual organization of mathematical modeling can serve as a methodological basis connecting theory and practice in school mathematics.

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