INTEGRATING DIGITAL TECHNOLOGIES INTO CAMBRIDGE A LEVEL MATHEMATICS: A STEAM-BASED APPROACH TO DEVELOPING STUDENTS' DIGITAL LITERACY

Abstract

The growing use of digital technologies in mathematics education highlights the need to develop students’ digital literacy alongside their mathematical knowledge and problem-solving skills. In Presidential Schools in Uzbekistan, Cambridge International A Level Mathematics courses emphasize mathematical reasoning and the presentation of worked solutions, whereas digital examinations such as the Digital SAT require students to interact effectively with digital testing environments and technological tools. This difference creates an opportunity to integrate digital technologies more systematically into A Level mathematics teaching. This study aims to examine the potential of selected digital learning platforms, including College Board resources, Save My Exams, and Desmos, and to propose a STEAM-based framework for their integration into A Level Mathematics lessons. The comparative analysis focuses on curriculum alignment, opportunities for independent practice, mathematical visualization, feedback, and the development of digital problem-solving skills. The proposed framework seeks to connect conceptual mathematical understanding with purposeful technology use while preserving the emphasis on rigorous mathematical reasoning and worked solutions. The study offers practical recommendations for integrating digital resources into mathematics education and identifies directions for further empirical investigation of their contribution to students’ digital literacy.