Abstract
This study aims to develop and theoretically justify a methodology for teaching trigonometry within the secondary school algebra course, enhanced with tasks from Al-Farabi’s trigonometric legacy. This approach is based on interdisciplinary projects with elements of micro-learning, and it evaluates the impact of this methodology on developing schoolchildren’s computational thinking. The methodological basis of the study is a quantitative approach using the experimental method. To evaluate the effectiveness of the proposed methodology, a pedagogical experiment was conducted involving 103 9th-grade schoolchildren from schools in Almaty (Kazakhstan), divided into experimental and control groups. The homogeneity of the sample was verified using the criterion c2 test based on the results of measuring the cognitive ability levels according to Amthauer [1] intelligence structure tests. Criterion c2 was also used to verify the validity of differences in the characteristics of computational thinking of these groups after the completion of experimental training. The obtained empirical value of the test was 13.92, which exceeds the critical value of 5.99, indicating statistically significant differences between the groups with a 95% confidence level. The observed effect is attributed to the application of the experimental teaching methodology. The proposed methodology can be used in teaching trigonometry to increase its effectiveness.