Abstract
The study focuses on developing the self-regulation skills of high school students when learning mathematics. The introduction of distance learning brings an urgent focus on the development of students' self-direction, cognitive activity and motivation during the online lesson. The authors analyse the research in this area and identify a list of methodological techniques for developing this skill. The purpose of the study is to assess the effect of methods aimed at developing self-regulated learning, to make a qualitative analysis of students' knowledge and to develop recommendations for the organization of teachers' activities aimed at developing self-regulation skills. The study involved 264 students from secondary schools in Kokshetau, Republic of Kazakhstan. The authors conducted the experiment among 11th-grade high school students and covered the sections of algebra and geometry. The experiment used active methods to assess their impact on the development of self-regulation skills. Due to the organization of distance learning, the authors applied different types of digital technologies and online learning platforms during the experiment. The online lesson series assesses students' beginning, intermediate and final tests according to predetermined assessment criteria. The results of the study showed an increase in students' learning ability and self-study. At the same time, these results point to isolated issues in the organization of online mathematics teaching and highlight gaps in key aspects of learning. This allows the authors to develop the necessary recommendations for the organization of student learning that contribute to the development of self-regulation skills.