It is well-known that in recent years, the attention has been paid to teaching language as a means of communication and learning. In this case, it is important to teach the Kazakh language from the very beginning in close connection with other educational fields, that is to say, teaching the language from the point of view of meta-subject approach. After all, the meta-subject approach to teaching the Kazakh language in different subject areas of primary education opens the way for the schoolchildren to understand the cognitive and communicative functions of the language. Therefore, in our paper, we have analysed the work of scientists who have studied the concept of ‘metasubject’, ‘meta-subject matter or double subject’ and studied the problem of meta-subject teaching. As a result, it has been concluded that the selected methodology, training system and task models allow to carry out meta-subject education of primary education subjects in order to achieve the proposed results. Keywords: Meta-subject, meta-subjectivity, meta-subject approach, meta-subject result

This study aims to assess the impact of integrative technology on the improvement of the logical thinking of students in mathematics, their goals and the appropriate technological process. The study used   mixed research methods. Participants included third-grade students attending elementary schools No. 12 and Ataturk in Kentau (Kazakhstan) during 2019-2022. The results indicated that primary school teachers do not pay attention to the improvement of the logical thinking of lower-grade students in mathematics. The research findings suggest that integrative technology improved logical thought in lower-grade students in the experimental group in mathematics. Finally, the study offers suggestions to improve the work of primary school teachers in developing the logical thinking of children in mathematics in Kazakhstan to increase the effectiveness of this process without increasing the burden on students or changing the curriculum.

The urgent task of higher education is to comprehensively prepare future teachers for the implementation of state educational standards (SESs) for primary general, basic general and secondary full education, as well as mastering the requirements of the professional standard ‘teacher’. The key requirements of the SES RK include the formation of subject, meta-subject and personal results of students. The concept of ‘meta-subject learning outcomes’ acts as an undoubted innovation of SES RK, which is still not highlighted enough in the scientific and educational literature. In this regard, the need arises for purposeful general professional and subject-methodological preparation of the future teacher for work on the formation and development of meta-subject results for students, mastering the basic educational programmes of general education. The topic of this article is related to the pressing issues of the meta-subject content of education at a pedagogical university. Particular attention is paid to the theoretical justification of meta-subject matter in scientific research. On the example of the author’s programme of the new variable discipline ‘Meta-subject approach in primary education’, intended for students of the pedagogical direction of training, the basic conditions for the implementation of the meta-subject approach in network interaction with educational institutions are considered.   Keywords: Meta-discipline, meta-disciplinary approach, meta-disciplinary outcomes, meta-disciplinary skills, educational programme.