A step-by-step methodology for assessing students� functional literacy in basic school mathematics

Abstract

Relevance. The relevance of the research is conditioned upon the rapid changes in the educational system, where the modernisation of the content, methods, means of control and assessment of learning outcomes reflect the key aspects of the development and implementation of students� competencies. Purpose. The purpose of the research work is to determine the specifics of children�s functional literacy development, in particular, mathematical literacy, and the specifics of the organisation of its assessment in the basic school. Methodology. The theoretical and methodological foundation of the research work was a qualitative combination of methods of structural and functional analysis of the problem of ensuring the learning process, and analytical research of the development of students� mathematical knowledge in the aspect of its activity character. In particular, the diagnostics of the development of students� functional literacy was conducted. Results. The research work presents the results reflecting the problem of children�s development of global competencies and creative thinking, which contribute to the development of their potential. In addition, the research discloses the issues of professional competence of a teacher in the context of their skills to provide holistic learning in mathematics lessons, considering interdisciplinary links. In addition, the components, conditions and approaches that allow the teacher to effectively influence the development of functional literacy of students were considered. Conclusions. The obtained data disclose the problem of developing diagnostic tools for assessing the quality of training of basic school students. The practical value of the obtained results of the research work lies in the possibility of using the highlighted approach to improve the methods of assessing students� functional literacy throughout their education in basic school. Keywords: modelling; pedagogical approach; diagnostics; learning activity; motivation; functional literacy