The study of pedagogical approaches to the use of ICT in the process of professionally oriented mathematics education based on production tasks

Abstract

The purpose of this study is to investigate pedagogical approaches to the application of information and communication technologies (ICT) in professionally oriented mathematics education, focusing on production tasks. The study involved 243 math teachers who volunteered in schools across various regions, including the city of Atyrau and surrounding areas. It was conducted within a descriptive framework, with data collection carried out using a questionnaire developed by the author based on the Likert scale with a five-level assessment system. The reliability coefficient (α-Cronbach) of the applied scale was 0.88. Data analysis employed both descriptive and predictive statistical methods. The findings revealed that most teachers hold a positive attitude towards ICT use in teaching, particularly regarding interactive educational platforms and digital materials that enhance understanding of mathematical concepts within production tasks. Additionally, the study found that pedagogical approaches to ICT use are weakly influenced by demographic factors such as gender, work experience, and type of educational organization. However, significant differences were observed based on digital literacy levels, proficiency with laboratory and digital equipment, professional competence, the need for professional development, and awareness of modern educational standards in mathematics.