Abstract
This article is devoted to the study of the psychological and pedagogical features of the process of studying ordinary fractions in secondary schools in the context of digitalization of education. The aim of the study is to identify the impact of digital tools and information and communication technologies (ICT) on the cognitive, motivational and emotional development of students studying the topic «Ordinary fractions». Based on the research results, effective psychological and pedagogical approaches to their application have been identified.
The study used quantitative and qualitative methods: student questionnaires (n = 452), knowledge testing before and after the introduction of digital forms of education, pedagogical observation, and statistical data for the period 2021-2025 were analyzed by the authors. The empirical basis of the study is based on the material of secondary schools in the Russian Federation, with subsequent interpretation of the results in the context of the secondary education system of the Republic of Kazakhstan.
The results of the statistical analysis show that the use of digital platforms and interactive tools increases the average academic performance of students by 12-18%, helps to reduce learning anxiety and form more stable cognitive representations of ordinary fractions. The practical significance of the work describes the development of methodological recommendations for the integration of digital resources into the teaching of mathematics, taking into account the psychological and pedagogical characteristics of students and the specifics of the digitalization of education in Kazakhstan.