Математическая грамотность. Минск: рикз, 2020. 252 с
Definition of Mathematical Literacy
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Definition of Mathematical Literacy 16. An understanding of mathematics is central to a young person’s preparedness for participation in and contribution to modern society. A growing proportion of problems and situations encountered in daily life, including in professional contexts, require some level of understanding of mathematics before they can be properly understood and addressed. Mathematics is a critical tool for young people as they confront a wide range of issues and challenges in the various aspects of their lives. 17. It is therefore important to have an understanding of the degree to which young people emerging from school are adequately prepared to use mathematics to think about their lives, plan their futures, and reason about and solve meaningful problems related to a range of important issues in their lives. An assessment at age 15 provides countries with an early indication of how individuals may respond in later life to the diverse array of situations they will encounter that both involve mathematics and rely on mathematical reasoning (both deductive and inductive) and problem solving to make sense of. 18. As the basis for an international assessment of 15-year-old students, it is reasonable to ask: “What is important for citizens to know and be able to do in situations that involve mathematics?” More specifically, what does being mathematically competent mean for a 15-year-old, who may be emerging from school or preparing to pursue more specialised training for a career or university admission? It is important that the construct of mathematical literacy, which is used in this framework to denote the capacity of individuals to reason mathematically and solve problems in a variety of 21st century contexts, not be perceived as synonymous with minimal, or low-level, knowledge and skills. Rather, it is intended to describe the capacities of individuals to reason mathematically and use mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. This conception of mathematical literacy recognises the importance of students developing a sound understanding of a range of mathematical concepts and processes and realising the benefits of being engaged in real-world explorations that are supported by that mathematics. The construct of mathematical literacy, as defined for PISA, strongly emphasises the need to develop students’ capacity to use mathematics in context, and it is important that they have rich experiences in their mathematics classrooms to accomplish this. This is as true for those 15-year-old students who are close to the end of their formal mathematics training, students who will continue with the formal study of mathematics, as well as out of school 15-year-olds. 19. Mathematical literacy transcends age boundaries. For example, OECD's Programme for the International Assessment of Adult Competencies (PIAAC) defines numeracy as the ability to access, use, interpret, and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of a range of situations in adult life. The parallels between this definition for adults and the PISA 2021 definition of mathematical literacy for 15-year-olds are both marked and unsurprising. 20. The assessment of mathematical literacy for 15-year-olds must take into account relevant characteristics of these students; hence, there is a need to identify age-appropriate content, language and contexts. This framework distinguishes between broad categories of content that are important to mathematical literacy for individuals generally, and the specific content topics that are appropriate for 15-year-old students. Mathematical literacy is not an attribute that an individual either has or does not have. Rather, mathematical literacy is an attribute that is on a continuum, with some individuals being more mathematically literate than others – and with the potential for growth always present. 21. For the purposes of PISA 2021, mathematical literacy is defined as follows: 174 Mathematical literacy is an individual’s capacity to reason mathematically and to formulate, employ, and interpret mathematics to solve problems in a variety of real-world contexts. It includes concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals to know the role that mathematics plays in the world and to make the well-founded judgments and decisions needed by constructive, engaged and reflective 21st century citizens. 22. The PISA 2021 framework, when compared with the PISA 2003 and PISA 2012 frameworks, while appreciating and preserving the basic ideas of mathematical literacy developed there, acknowledges a number of shifts in the world of the student which in turn signal a shift on how to assess mathematical literacy in comparison to the approach used in previous frameworks. The trend is to move away from the need to perform basic calculations to a rapidly changing world driven by new technologies and trends in which citizens are creative and engaged, making judgements for themselves and the society in which they live. 23. As technology will play a growing role in the lives of students, the long-term trajectory of mathematical literacy should also encompass the synergistic and reciprocal relationship between mathematical thinking and computational thinking, introduced in (Wing 2006 2 ) as “the way computer scientists think” and regarded as a thought process entailed in formulating problems and designing their solutions in a form that can be executed by a computer, a human, or a combination of both (Wing 2011 3 ). The roles computational thinking play in mathematics include how specific mathematical topics interact with specific computing topics, and how mathematical reasoning complements computational thinking (Gadanidis, 2015 [9] ; Rambally, 2017 [10] ). For example, Pratt and Noss (2002 [11] ) discuss the use of a computational microworld for developing mathematical knowledge in the case of randomness and probability; Gadanidis et al. (2018 [12] ) propose an approach to engage young children with ideas of group theory, using a combination of hands-on and computational thinking tools. Hence, while mathematics education evolves in terms of the tools available and the potential ways to support students in exploring the powerful ideas of the discipline (Pei, Weintrop and Wilensky, 2018 [13] ), the thoughtful use of computational thinking tools and skill sets can deepen the learning of mathematics contents by creating effective learning conditions (Weintrop et al., 2016 [14] ). Moreover, computational thinking tools offer students a context in which they can reify abstract constructs (by exploring and engaging with maths concepts in a dynamic way) (Wing 2008 4 ), as well as express ideas in new ways and interact with concepts through media and new representational tools (Grover, 2018 [15] ; Niemelä et al., 2017 [16] ; Pei, Weintrop and Wilensky, 2018 [13] ; Resnick et al., 2009 [17] ). жүктеу/скачать 7,1 Mb. 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