EFFECTIVENESS OF INTEGRATING MATHEMATICS AND PHYSICS IN TEACHING THE “VECTORS” UNIT: DEVELOPING FUNCTIONAL LITERACY THROUGH SUBJECT INTEGRATION (PHYSICS, MATHEMATICS)

Bibigul Kushekova; Jazira Esentaeva

doi:10.63034/esr-716

Authors

Kushekova Bibigul Shakirzhanqyzy Nazarbayev Intellectual School of Physics and Mathematics, Shymkent, Kazakhstan https://orcid.org/0009-0008-9532-4740
Esentaeva Jazira Amangeldievna Nazarbayev Intellectual School of Physics and Mathematics, Shymkent, Kazakhstan https://orcid.org/0009-0008-9532-4740

DOI:

https://doi.org/10.63034/esr-716

Keywords:

Vector, vector quantities, interdisciplinary connections, applications of vectors, analysis, functional literacy, “Board Journal” method

Abstract

In today’s educational landscape, developing students’ functional literacy is one of the most pressing tasks. This issue is also evident from the results of international PISA studies. In particular, in teaching physics, it is important for students to be able to apply their knowledge in real-life situations and to develop their logical and creative thinking skills. This article examines effective ways of applying “mathematics–physics” interdisciplinary connections in physics lessons. Through the concept of vector quantities, the interrelationship between the two subjects is revealed, and the role of vector algebra in solving physical problems is analyzed. The study describes the use of differentiated instruction, problem-based tasks, and digital platforms (PhET). Special attention is given to integrating students’ theoretical knowledge with practice and developing their skills in scientific communication. In the assessment process, self-assessment and peer assessment, the “Board Journal,” and analytical methods are applied, demonstrating a positive effect on students’ learning outcomes.

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