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The article discusses the problem of digital transformation of school mathematics education. Two traditions of mathematical education in Kazakhstan are considered in historical perspective: “factory” and creative, research. The key features of the current state of the school education system in Kazakhstan in the framework of the mass school system and alternative systems are considered. The system of state final and current student assessment, elements of the digital economy of education are characterized. The socio-economic and political prerequisites for the possibility of significant changes in the education system are formulated. The necessity is substantiated for the effective development of the country in the 21st century of personality qualities brought up in creative mathematical education in the context of tasks that are “not known how to solve”. It is shown that due to the use of digital technologies, in particular AI technologies, the process of transformation of the education system can be started in modern Kazakhstan. This transformation will be aimed at bringing the education system in line with the needs of the modern economy and modern society. The main components and dimensions of this process are considered. In particular, the necessary changes in the system of training and professional development of mathematics teachers and the necessary elements of continuity of this system with a comprehensive school are indicated.
Semenov et al. (Wed,) studied this question.