Development of functional mathematical literacy of students in grades 5 and 6: methodological features and experience in their implementation

Abstract

Aim and Objective. The high demands of modern society on the level of mathematical training of school graduates, who must have practical skills in its application in various contexts of the real world, and the numerous difficulties that accompany the process of acquiring these skills, actualize the problem of the formation and diagnosis of mathematical literacy of schoolchildren. The purpose of the study is to identify and test the methodological conditions, that ensure the development of functional mathematical literacy of students in grades 5 and 6. Materials and methods. The study involved 71 students of Kirov Regional State General Educational Autonomous Institution "Lyceum of Natural Sciences". The main methodological materials, presented on the portal of the Russian Electronic School, were supplemented with diagnostic tools from specially designed tasks. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. A series of methodological conditions that ensure the development of the under study mathematical literacy of students are formulated, which corresponds to the priority problems of modern mathematical education at school. A set of contextual mathematical problems that are directly aimed at the formation of functional mathematical literacy of students in grades 5 and 6 has been developed. The effectiveness of the implementation of the proposed methodological conditions is confirmed by significant differences in solving the complex task of an open bank (Uemp = 417 < Ucr = 427; р < 0,01) and according to the authors' diagnostic work (Uemp = 465 < Ucr = 486; р < 0,05). Conclusion. The practical significance of the study is determined by the possibilities of using its results in improving the mathematical literacy of schoolchildren in the educational process and extracurricular activities, as well as for conducting intra-school monitoring of the formation of mathematical literacy of students.