Smart-Mathematics in Specialized Secondary Education: Digital Interactive Tools for the Modern Lesson

Abstract

This article examines the theoretical and practical aspects of implementing the Smart-Mathematics concept within modern specialized secondary education. It addresses the pressing issue of modernizing mathematics education amidst the digitalization of the educational space. The authors analyze the potential of digital tools in transforming the mathematical training of secondary education students specializing in the social sciences and humanities. Particular attention is paid to the use of a casebook as an interactive educational resource, enabling the integration of classical mathematical problems involving the differential calculus of functions of a one variable into real-life and professional contexts. The research objective is achieved through a combination of methods: theoretical analysis of scientific and methodological literature, modeling of the educational process in general secondary education institutions, and pedagogical observation. The study results allow for a number of conclusions regarding the effectiveness of innovative approaches to teaching mathematics. It has been established that the use of a casebook in mathematics lessons enables the formulation of mathematical problems through the lens of real socio-economic, linguistic, psychological, and political contexts. This approach is particularly beneficial for future humanities students. It has been proven that the synergy of smart technologies and the case method help overcome the psychological barriers and cognitive alienation from the exact sciences, specifically mathematics, experienced by students in humanities-oriented classes. The effectiveness of using smart tools compared to traditional methods of teaching mathematics has also been shown. It is concluded that the reasonable and balanced integration of modern digital technologies at the level of specialized secondary education can create an adaptive learning environment that takes into account the psychological and pedagogical characteristics of the thinking processes of students specializing in the humanities, while offering teacher the means to effectively construct individual educational trajectories, thereby ensuring the differentiation and personalization the teaching of mathematics.