Russian Federation
In the context of implementing national education projects, modern schools are faced with the challenge of introducing innovative teaching and learning methods, as well as educational technologies, at the basic and secondary levels of general education, aimed at developing students’ core competencies, increasing their learning motivation, and engaging them in educational activities. In line with these priorities, this article places particular emphasis on improving the level of mathematics instruction for future technical and engineering specialists, whose core subjects at school are mathematics, computer science, and physics. In this regard, the article emphasizes the mathematical component of education, as the school mathematics curriculum today is primarily theoretical, while engineering and technical training requires the application of mathematical knowledge in other subject areas. Therefore, it emphasizes the need for interdisciplinary study of sections of mathematics and the search for ways to implement interdisciplinary connections, for example, when mastering the topic of «Inequalities». The practical section of the paper analyzes the potential for using this topic in courses in biology, physics, geography, and chemistry, and selects appropriate interdisciplinary assignments. It also traces the timeline of the introduction of the concept of inequality and its development within school mathematics, taking into account interdisciplinary interactions. The planned meta-subject educational outcomes of completing the practical assignments are outlined.
linequalities, subject integration, project, model and simulation, meta-subject and interdisciplinary connections, characteristic tasks
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