Abstract
Abstract This study focuses on the vocational preparation of learners in professional pre-higher educational establishments. The primary objective is to provide a theoretical foundation for, construct, and empirically evaluate the efficacy of a structural-functional paradigm for cultivating STEM proficiencies among students in these institutions through mathematics instruction. The pedagogical experiment corroborated the research postulate that attaining advanced STEM competencies in mathematics among professional pre-higher education students can be facilitated through a learning model that incorporates specific pedagogical conditions: motivating and stimulating students to engage in educational, cognitive and research activities in mathematics through engagement in cooperation and the use of individual and group coaching; implementation of STEM projects in mathematics teaching; usage of ICT to ensure visibility and research orientation of mathematics teaching. The experimental outcomes and accompanying educational resources have enabled a comprehensive analysis of the challenges associated with implementing STEM methodologies in mathematics instruction. This article aims to elucidate the key attributes of the devised structural-functional model and evaluate its implementation efficacy, with particular emphasis on the application of the authors’ developed pedagogical support materials.
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