Methodological aspects of the development of functional literacy of schoolchildren in mathematics

Abstract

Relevance. The pedagogical process should contribute to improving the functional literacy of students, including through mathematical skills. To accomplish this task, a methodology is needed that implements the effective construction of mathematics lessons.Purpose. The purpose of the study is to consider ways to improve the functional literacy of schoolchildren in mathematics.Methodology. To achieve this goal, the following methods were used: analysis, synthesis, hermeneutics, generalisation, concretisation, comparison, experiment, survey, and testing.Results. The main results of the empirical research are the identification of problems faced by students when solving mathematical problems, and the selection of methods that contribute to improving functional literacy in mathematics lessons. The identified problems include: misunderstanding of mathematical terminology, problems of establishing the relationship between variables, problems in writing conclusions. To overcome these problems, students engaged in mathematics according to a methodology that includes: practice-oriented material, tasks for the classification of concepts, and also faced mathematical tasks in integrated lessons. Such training has led to the development of functional literacy. In addition, with the help of theoretical research, it was found that there is no single approach to the interpretation of the term �functional literacy�, and the fact that the term has changed since its introduction into everyday use. The meaning of the term reveals the criteria and parameters that are relevant for international monitoring checks. Moreover, when forming the original term �functional literacy�, current trends in modern life of society and human needs for effective social interaction are considered. Based on these criteria, tasks for international tests of the level of functional literacy are built.Conclusions. The practical value of the research is that the results can be used to develop the necessary methodologies in the construction of the pedagogical process, and in scientific activities to study the criteria of functional literacy.