Содержательные основы подготовки будущего учителя математики к формированию математической грамотности учащихся основной школы

Abstract

The study aims to identify the content of students’ mathematical literacy in order to determine the substantive foundations of future mathematics teachers’ methodological training. The paper considers the notion of mathematical literacy in the context of functional literacy formation in primary school students. The author analyses the structure of mathematical literacy and research papers addressing the formation of the content of its individual components. The work shows that in Russian studies, there is no unified approach to determining the set of actions that need to be taught to schoolchildren when they operate at the stage of formalisation of a situation presented in a natural language and interpretation of the result obtained in the process of solving practice-oriented tasks. Having analysed the toolkit of the international PISA study and papers by Russian researchers, the author has compiled a list of actions targeted training of which will prepare future mathematics teachers for the formation of students’ skills in building a mathematical model and interpreting the results obtained in the process of solving practice-oriented tasks. Scientific novelty of the study lies in providing rationale for the need to include in the content of future mathematics teachers’ methodological training special actions underlying the stages of formalisation of a situation presented in a natural language and interpretation of the results obtained in the course of solving practice-oriented tasks with the purpose of forming students’ mathematical literacy. As a result, the relationship between certain specific actions necessary for the implementation of the stage of formalisation of a situation presented in a natural language and communicative, educational and informational skills that determine primary school students’ functional literacy has been shown.