МАТЕМАТИЧЕСКАЯ ГРАМОТНОСТЬ КАК РЕЗУЛЬТАТ ОСВОЕНИЯ ОБУЧАЮЩИМИСЯ СОВРЕМЕННЫХ ДОСТИЖЕНИЙ В НАУКЕ

Abstract

Teaching mathematics based on the development of generalized constructs of complex knowledge (for example, modern achievements in science) becomes an effective direction for the formation of student’s mathematical literacy with a significant applied and mathematical-informational potential of personal development. At the same time, the task is to create a rich information and educational environment for teaching mathematics by changing the content of educational programs in the direction of the possibility for students to master of complex knowledge generalized constructs in the context of information support (including remote environments), the implementation of mathematical and computer modeling symbiosis with the effects of universal educational actions formation and student’s mathematical literacy. Such a technology of mathematics teaching organizing is actualized during the stage-by-stage research and adaptation of complex knowledge generalized constructs to school mathematics based on the criteria for selecting modern achievements in science with the included effect of practice-oriented subtasks solving and the ability to interpret the situations from real life: that is, to solve a wide range of tasks in various spheres of human activity, communication and social relations. The visual modeling concept of mathematical objects and processes of educational paradigms integration for complex knowledge development and student’s mathematical literacy formation is the foundation of personal experience and the core actualization of universal educational actions manifested in the corresponding student’s cognitive activity. The authors have developed a technology for student’s mathematical literacy formation (including in primary school) based on the development of complex knowledge mathematics. The features of complex knowledge phenomenon in teaching mathematics and universal educational actions underlying the development of generalized constructs and student’s mathematical literacy formation are revealed. The founding clusters of research and adaptation of complex multi-level knowledge, methods and tools hierarchies in student’s cognitive activity based on didactic rules and patterns of mastering mathematical activity concern with synergetic approach are constructed. Educational practices have shown the high efficiency of this method of student’s mathematical literacy forming in mastering process of modern achievements in science adaptation. Such didactic solutions and practices are characterized by the ability to fully meet the needs of each student in self-education and self-actualization. So we master the essence of complex knowledge constructs adaptation to school mathematics and set the value of personal imperative development, including mathematical literacy.