Yerlan Torebek’s research while affiliated with M.Auezov South Kazakhstan State University and other places

Despite Kazakhstan’s commitment to educational advancement, recent assessments have indicated opportunities to improve students’ mathematics performance. As the country continues to invest in human capital development, exploring effective pedagogical approaches to enhance mathematics proficiency at the university level has become a priority. This study investigates the impact of project-based learning (PjBL) on mathematics proficiency among university students in Kazakhstan. Using a quasi-experimental design with 341 participants across two universities and two academic cohorts, this study compares the effectiveness of PjBL with traditional lecture-based instruction. The results from the multilevel modeling analysis revealed that PjBL significantly improved students’ mathematics proficiency, with an overall effect size of d = 0.85. This study found consistent positive effects across cohorts, suggesting the robustness of PjBL as an educational intervention. These findings contribute to an understanding of effective pedagogical approaches to mathematics education at the university level in Kazakhstan, potentially informing future educational strategies aimed at enhancing students’ mathematical proficiency. This research provides empirical evidence for the efficacy of PjBL in improving mathematical skills in higher education, offering valuable insights for educational policy and practice in Kazakhstan and similar contexts.

The purpose of this study was to investigate the relationship between the use of technology and the development of research skills in future teachers, specifically current graduate students participating in Mathematical Olympiads. The study used a quantitative approach and analyzed data collected through a survey. The findings indicated that quantitative analysis skills, problem-solving skills, communication skills, and research methodology skills are the dimensions of research skills in future teachers. The results showed that the use of digital tools for literature searching and curation, online courses and workshops (OCWs), collaborative learning and discussion forums, and data analysis software significantly and positively affected research skills. However, the study failed to provide evidence that digital portfolios (DPs) affected research skills. The limitations of the study and recommendations for future research are discussed. In conclusion, the findings highlight the importance of technology in the development of research skills in future teachers and suggest that technology-based learning resources and tools should be integrated into teacher training programs.

Mathematics learning (ML) is a fundamental aspect of education that lays the groundwork for various academic disciplines and practical applications. Understanding the factors that propel ML is crucial for optimizing educational outcomes. This quantitative empirical study investigates the impact of logical reasoning (LR), critical thinking (CT), information technology (IT), and distance learning (DL) on ML. The study employs structural equation modeling (SEM) using SmartPLS 4 for data analysis and hypothesis testing. The findings reveal that LR, CT, IT, and DL positively influence ML. The results highlight the importance of fostering LR, CT, and the integration of IT in mathematics education. This study contributes to the existing body of knowledge by providing insights into the factors that promote effective ML. These findings have implications for educators, policymakers, and curriculum developers, aiding in the design of instructional strategies and the integration of technology to enhance ML outcomes.

This study investigated the impact of integrating design-technological activities on developing mathematical competencies among construction engineering students. A mixed methods approach compared curriculum delivery with and without digital tools across universities in Kazakhstan and Turkey. First, semi-structured interviews of faculty provided qualitative insights concerning technology adoption barriers. Next, an experimental group leveraging graphing calculators was tested against a control group using traditional techniques for solving straight line mathematics problems. Results showed the experimental group scored significantly higher at both Mukhtar Auezov South Kazakhstan University and MEF University, demonstrating enhanced conceptual understanding and problem-solving abilities when utilizing educational technologies. Interviews also suggested current training programs at Mukhtar Auezov South Kazakhstan University more extensively cover instructional design with mathematical digital tools. Findings highlight measurable learning benefits from incorporating technologies like dynamic geometry software and graphing calculators to improve construction engineering education.

Mathematical learning in many developing nations is below average due to which students face difficulties in solving the equations and problems of mathematics as a result of limited understanding of the main concepts and reliance upon intuition as well as memorization. This study is focused on analyzing the effectiveness of senior graders’ education based on the development of mathematical intuition and logic in the context of Kazakhstan’s educational system. The quantitative research method and primary data sources were used for this research with a 147 sample size, which was selected by using a random strategy of sampling. With the use of IBM SPSS STATISTICS for data analysis, it was concluded that mathematical intuition and logic have a positive influence on the effectiveness of a student’s education. Effective strategies, such as rote learning instructions, problem-based learning, RME approach, mathematical reasoning, etc., are essential for enhancing the capabilities of studies in learning mathematics. It is found that there is a significant and positive association between student effectiveness and the logical reasoning abilities of students. Additionally, a positive and moderate relationship is noticed between the critical thinking of students, problem-solving abilities of students, and student effectiveness. Nevertheless, the main limitation of this study is that with small sample size, the findings of the study cannot be generalized; therefore, a large sample size would increase the reliability of the results in the future research. However, in the context of Kazakhstan, this study potentially contributes to the existing literature by presenting conclusive findings in the context of mathematical logic and intuition and student effectiveness.