Theoretical and methodological approaches to designing integrated mathematics and computer science lessons

Abstract

This article examines theoretical and methodological approaches to designing integrated Mathematics and Computer Science lessons within the framework of the competency-based educational paradigm and the digital transformation of the educational process. The relevance of the study is determined by the need to improve teaching methodology through the integration of subject content, which contributes to the development of students' key and subject-specific competencies, critical thinking, research skills, and the ability to apply acquired knowledge to solving practical problems. The purpose of the study is to provide a theoretical justification for and develop a structural-functional model for designing integrated Mathematics and Computer Science lessons, as well as to identify the pedagogical conditions necessary for its effective implementation. To achieve this purpose, a set of theoretical research methods was employed, including analysis, synthesis, generalization, systematization of scientific sources, comparison of contemporary pedagogical concepts, and modelling. The paper analyzes current approaches to integrated learning, STEM education, the use of digital technologies, as well as activity-based, competency-based, and project-based approaches to teaching. The authors propose an original structural-functional model for designing integrated lessons, which comprises the following components: goal-oriented, conceptual-methodological, content-related, organizational-technological, activity-processual, and result-evaluation. An algorithm for designing integrated lessons has been developed, and the pedagogical conditions for their effective implementation have been identified. These conditions include the purposeful selection of educational content, teaching methods, digital tools, and forms of organizing learning activities. The scientific novelty of the study lies in the substantiation of the proposed structural-functional model for designing integrated Mathematics and Computer Science lessons and in identifying the interrelationships among its components. The practical significance of the findings lies in the possibility of applying the proposed model by teachers of general secondary education institutions when planning integrated lessons, STEM projects, and educational research activities, as well as in improving the methodology of teaching Mathematics and Computer Science.