Математика пәнін оқытуда дизайн-ойлау әдісінің интеграциясы: орта мектеп контексіндегі ғылыми шолу

A.K. SABIT; G.O. ZHETPISBAEVA

doi:10.47526/3107-3123.419

Authors

A.K. SABIT South Kazakhstan Pedagogical University named after O. Zhanibekov
G.O. ZHETPISBAEVA South Kazakhstan Pedagogical University named after O. Zhanibekov

DOI:

https://doi.org/10.47526/3107-3123.419

Keywords:

design thinking, mathematics education, secondary school, systematic literature review, SpringerLink, Scopus.

Abstract

The main objective of this study is to explore the application of design thinking in mathematics education in secondary schools and to review the existing body of literature on the subject. The study examines the effectiveness of design thinking within the context of mathematics instruction. In addition, key terms such as design thinking, mathematics education, mathematics, secondary school, and primary school were used throughout the research.

A systematic literature review was chosen as the research method, enabling the collection and analysis of relevant information. This review was conducted using reputable academic databases such as SpringerLink and Scopus, ensuring the completeness and quality of the research. To present the findings, the PRISMA protocol was applied, which facilitates the effective analysis of scientific publications.

Between 2017 and 2024, a total of 1123 articles were retrieved from SpringerLink and Scopus using selected keywords. Through content analysis, duplicate and irrelevant studies were excluded, resulting in 23 articles selected for detailed examination. The limited number of studies on the application of design thinking in secondary education highlights the novelty of the approach and the insufficient level of scientific exploration in this field.

In Kazakhstan, design thinking is a relatively new educational approach that is only beginning to be integrated into the national education system. In recent years, select schools and pedagogical universities have attempted to implement design thinking in the teaching process through pilot programs. However, the number of methodological studies based on this approach remains limited, indicating a need for more in-depth theoretical and practical research.

The results underscore that design thinking plays a significant role as a key method for engaging secondary school students. This approach is essential for enhancing the competitiveness of the national education system in the era of globalization and serves as an effective tool for developing students’ mathematical thinking and personal growth.

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