Казахского государственного женского педагогического университета
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| Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019
87 Global transformations and global trends require an accelerated pace of updating the content of school education. In the 2018-2019 school year, 3, 6, 8, 10 classes will be transferred to the updated content. In the 2019-2020 academic year - 4, 9, 11 classes. Within the framework of updating the content of education, the development of functional literacy of schoolchildren is determined as one of the priority goals of education [3; 74]. Functional literacy as a result of learning is formed through each school subject. The tools for the development of functional literacy of schoolchildren, as well as verification of its formation, are tasks of a creative nature (tasks of research, entertaining nature, tasks with economic, historical content, practice-oriented tasks, etc.). Functional literacy refers to the ability to use knowledge and skills acquired in school to solve a wide range of life tasks in various spheres of human activity, as well as in interpersonal communication and social relationships. Types of functional literacy are assessed in the framework of the external assessment of the educational achievements of students: reading literacy (Kazakh and Russian), mathematical literacy, natural science literacy (physics, chemistry, biology, geography). Reading literacy refers to the ability of students to understand written texts and reflect on them, to use their content to achieve their own goals, to develop knowledge and opportunities for active participation in society. It is not the reading technique and the literal understanding of the text that are evaluated, but the understanding and reflection on the text, the use of the read to accomplish life goals. Natural science literacy - the ability to use natural science knowledge, identify problems and make informed conclusions necessary to understand the world around us and the changes that human activity makes to it, as well as to make appropriate decisions. Mathematical literacy is the ability of a person to define and understand the role of mathematics in the world in which he lives, to express well-founded mathematical judgments and use mathematics so as to meet the present and future needs of a creative, interested and thinking citizen [4]. The article presents the results of our research related to some aspects of the formation of mathematical literacy of students. We believe that students who possess academic competencies and who know how to learn mathematics will become mathematically literate. Currently, one of the main tasks of education is the development of student learning competencies [5]. Student possession of learning competencies is a necessary condition for him to be able to study mathematics, and the latter is one of the sufficient conditions for his mathematical literacy. According to the results of the study, the following components of mathematical literacy are defined: the formation of educational and cognitive competencies; the establishment of links and the integration of material from different mathematical topics needed to solve the task; mastering the culture of mathematical speech; The use of mathematics to solve a wide range of life problems. Let us dwell on each of the components of mathematical literacy. Educational and cognitive skills are readiness to consciously implement a system of practical and theoretical actions for mastering knowledge and methods of educational and cognitive activity in various conditions [6; 43]. Establishment of links and the integration of material from different mathematical topics needed to solve the task is the establishment of connections from different mathematical topics needed to solve the problem. This implies the ability to quickly and broadly generalize mathematical objects, relationships, actions; the art of a consistent, correct, dissociated logical reasoning; the ability to quickly and freely restructure the direction of the thought process, switching from direct to reverse thought; the ability to formalize the perception of mathematical material, grasp the formal structure of the problem; ability to find similar objects from several unrelated regions; analyze the methods used; the ability to reason, draw conclusions based on information presented in various forms (tables, diagrams, graphs). One of the most important tasks of teaching mathematics is the formation of a culture of mathematical speech of students. From the successful solution of this problem, the students' ability to explain the educational material depends, and ultimately the development of mathematical abilities depends. |