Readiness Of Mathematics Teachers To Develop Students’ Functional Literacy

Abstract

The article emphasises the problem of mathematics teachers’ readiness to form a relatively new educational result for Russian school, i.e. functional literacy of students. In order to identify the degree of teachers’ readiness to form functional literacy of students in the process of teaching mathematics the authors conducted the research among the teachers of Krasnoyarsk and Krasnoyarsk Krai. Following observation of the educational process at mathematics lessons, interviewing and surveying teachers, carrying out diagnostic work the authors found discrepancy between teachers’ self-assessment of their competencies in the field of formation of functional literacy of students and actual educational practices. Less than half of the respondents have an adequate understanding of the essence of functional literacy and methods of its formation in the process of teaching mathematics. Teachers recognize the relevance of this educational task and are ready to improve their qualification in this area. The data and the results of the study have stressed a set of professional deficits of mathematics teachers in the region in terms of subject and methodological knowledge, which is a major contributor to the formation of functional literacy of students. To address the identified deficits in the future it is planned to organize targeted personalized assistance to teachers on professional development courses, training and consulting support for the development of professional competencies in the field of achieving new educational outcomes, as well as improve the subject and methodological university education of future mathematics teachers.

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Publisher

European Publisher

First Online

25.09.2021

Doi

10.15405/epsbs.2021.09.02.130

Online ISSN

2357-1330