Algebraic thinking is a method of solving math problems that stresses the significance of general connections. Excellent algebraic thinking necessitates strong symbolization and generalization ability. Students aged 7 to 15 are at the Piaget thinking stage's formal operational stage. Teachers, especially those working with secondary school students, must be aware of how kids think and reason algebraically. A detailed literature review provides an overview of research on algebraic thinking. The goal of this study was to compile a list of full-text papers that presented empirical research on algebraic thinking. The "algebraic thinking" search phrase was used to search the ERIC and Scopus databases. A total of 36 studies were included in the review. The educational levels, participants, nations, research methodologies, study objectives, data collecting tools, and analytic approaches have all been considered in studies on algebraic thinking. The number of studies published has risen over time. 2019 was the year with the most studies. The majority of the research was carried out in the United States of America. The majority of the participants in the study were elementary and secondary school pupils. Teachers' knowledge, elements impacting algebraic thinking, relations, and comprehension, as well as measuring categories, were determined when the study was grouped according to the study's topic. The algebraic thinking exam was the most popular data gathering instrument. The qualitative technique was used in the study of algebraic thinking. The most common method was found to be qualitative analysis. While inferential statistics are preferred in quantitative techniques, latent class analysis, cluster analysis, and test development analysis are used depending on the study design. According to the results, it was stated that in-service or pre-service teacher training is needed for the development of algebraic thinking and non-routine activities such as games should be used in the classroom. In addition, it has been determined that teaching strategies such as geometry representation, multiple representation strategies, mental computational activity also improve algebraic thinking.

The approach to studying society in the postmodernist framework is relevant to understand postmodernist paradigm in contemporary philosophy. The rapid development of computerization and mass media in postmodern culture has been destroying the quality of human interaction with the surrounding environment and social reality, causes a feeling of losing touch with reality. This is due to the emergence of many virtual realities. The purpose of the article is to analyze the anthropological ideas in the philosophy of postmodernism. Postmodern anthropology is realized not only in the context of scientific revolution and internal form of culture but also as self-consciousness of modern civilization. Postmodernists prefer to discuss human beings as not whole self-contained individuals, units that may be broken down (divided), and call them 'dividuals,' beings or persons significantly distinct from their modern descendants, this being the best characteristic of the modern social state and contrasting to a Cartesian tradition. Methodologically the article is based on a systematic approach combining structural-functional, dialectical and hermeneutical methods. This approach allows us to reveal essential aspects of postmodern philosophy in their dialectical interrelation, to overcome constraints inherent in the heuristic potential of certain methodologies. The survey covers issues related both directly to the field of general theoretical postmodern philosophy and social sciences and makes a review on the researches on the human identity in the postmodern era. The analysis conducted made it possible to distinguish the main characteristics of postmodernism. The main intention of postmodernism considered is the crushing criticism of traditional values: humanism, rationalism, radicalism towards social structure and development, its rejection, denial of individuals' ability to be responsible for their actions, their inability to resist the power of supranational structures.

Digital education is actually a product of recent years, although it existed before in various forms. Obviously, modern devices and means of transmitting infor-mation are necessary for its development. Modern “virtual lectures”, e-learning courses, online testing, educational resources portals, as well as digital school registers and educational process monitoring systems have become everyday real-ity. However, the digitalization of the educational system has both positive and negative side. The purpose of the article is to consider the impact of digital educa-tional technologies on learning, from a university teacher’s view point, and to consider their positive aspects and problems. The study was conducted at the I.M. Sechenov First Moscow State Medical University (Sechenov University) and University at the Inter-Parliamentary Assembly of EurAsEC. The study in-volved 89 teachers who have teaching experience at the university (11.9% - 1-7 years, 28.1% - 8-10 years; 30.8% - 11-15 years; 29.2% - 16-25 years). The main results show that, respondents overly have a good opinion towards learning in virtual environments. The advantages of e-learning are complex for a particular measurement, but it has been found that some identifying variables as “age” shows statistically significant differences, while “gender” and “teaching experi-ence” are not important for evaluating the four provided variables. The study re-sults can be used to improve the perception of new educational technologies by teachers, to organize approaches for introducing innovative educational technolo-gies that expand the possibilities of progressive education on the part of admin-istrations of higher educational institutions and educational departments.

The goal of this study is to examine views regarding STEM education studies pertaining to a variety of disciplines inside an electronic database. In addition, the same keyword was used to search for articles published in the electronic database. 23 studies on STEM education context attitudes were assessed using criteria derived from the associated literature. As a result, Turkey provided the majority of the data, but Jordan, Indonesia, and China each contributed two sets. In research groups, instructors and middle school students mostly participated. University, elementary, and secondary school students participated sequentially. The most notable research explores whether participants' STEM attitudes alter in response to diverse conditions. Next are STEM-related studies. One research focuses on the development of scales. There are two types of STEM attitude factors. The first group consists of attitude-affecting elements. The second one is that factors are associated with attitudes (Personal and academic). Teachers' STEM attitudes were favorable, somewhat positive, and moderately positive. Studies of teachers reveal no gender differences. Also, it is indicated that a negative or no correlation between experience and attitudes. Private school science instructors were more supportive of STEM education than their public-school counterparts. The STEM perspectives of university students were favorable, whereas those of high school students were moderate. University and pre-university perspectives on STEM were not affected by gender. However, some pre-university studies demonstrate gender differences in STEM views. A traineeship or STEM education increased the STEM attitudes of university students. In pre-university STEM programs positively affect attitudes toward STEM.

Inter-ethnic and inter-confessional peace is an essential factor for sustainable development, civil society, and preservation of statehood. The most significant challenges we face today, especially the last few years, are closely connected with an acute problem of avoiding ethnic and inter-confessional conflict risks, and erosion of national and civic identity as a result of globalization. Social philosophy approach to the understanding of national and civic identity is important because any identity is a social construct formed in social interaction, and the use of philosophical methods can provide the study involving all factors that influence this phenomenon: political, economic, social, psychological, and others. The purpose of this article is to study possible targets to prevent ethnic and confessional conflict risks and preserve the unique national and civic identity of each nation and each state. Methodological basis for the research comprises philosophical principles, including dialectic synthesis, the transformation of quantity into quality and vice versa, and dialectical contradictions; a philosophical principle of determinism; and a system activity approach. The leading theoretical method to study the problem is a content analysis of scientific papers relevant to the issue under consideration, and factors affecting and contributing to distortion of national and civic identities. The article discusses the definition of identity as the protean term self, self-identity of an individual, a particular group affiliation according to the person's nationality, religion, social status, profession, etc. The inadequate treatment and false interpretation of history, the absence of a national or patriotic idea that is able to unite the people, the insufficient role of the state, and enforcing unconventional views, norms and values have been considered as risks encouraging national and civic identity distortion. The risk of ethnic and religious conflicts occurs when there is a discrepancy between national and civic identities, or their distortion due to economic, political, social crises, or, as it sometimes happens, external influence.