Keyword: «mathematical literacy»

The relevance of the research is due to additional opportunities for improving the quality of mathematical education in a digital school, support of cognitive interest, and solving practice-oriented tasks by means of including mobile services in mathematical activities. The research problem is determined by contradictions: between the possibilities of modern digital technologies in terms of developing cognitive activity, improving the quality of mathematical training and the educational model implemented by educational institutions; between the need to provide resources for solving problems of a socio-economic nature in the conditions of the fourth industrial revolution and the insufficient level of graduates’ mathematical education. The purpose of the study is to justify theoretically and test experimentally the effectiveness of using mobile technologies for the development of students’ cognitive activity in solving practice-oriented tasks. The research methodology is based on the analysis of works of foreign and domestic authors whose authority and scientific reputation are recognized by the scientific community. The study of the possibilities of mobile technologies for the development of educational activity was conducted using the method of analysis of subject teachers’ particular works, scientific and methodological literature concerning the use of digital tools in teaching. Then, using the forecasting method, we determined the potential of mobile technologies for organizing students' activities to solve practice-oriented tasks, and formulated a hypothesis about qualitative changes in the results of teaching mathematics. The method of systematization and generalization of facts allowed us to formulate basic concepts and didactic principles. The main provisions of the system-activity oriented approach are the research methodological basis for the formation of required competences of future specialists. At the stage of the pedagogical experiment, empirical methods were used: involved observation, questionnaires, testing, and analysis of students’ academic results. The authors clarified the essence of the concepts "cognitive activity", "mathematical thinking", "mathematical literacy" for the digital school. They investigated the possibilities of using mobile technologies for the development of cognitive activity and formulated didactic principles and issues of including mobile technologies in a personalized environment for solving practice-oriented tasks. The proposed specific materials for improving methods, tools, and organizational forms of training focused on the formation of mathematical thinking determine the practical significance of the presented research. The theoretical significance of the research lies in the fact that the authors describe the basic ideas of a methodological approach to the use of mobile technologies for the development of students' cognitive activity in solving practice-oriented tasks in the process of working out "smart" design solutions that meet the challenges of global digital transformation. The article may be used, first, to ensure personalization of mathematical learning through creative, interdisciplinary, educational and research work of students on mobile application development, social integration and professional orientation; second, to change the concept of mathematical education in school; third, to improve the implemented educational model for training highly qualified specialists of the professions for the future "new" industry.

The formation of functional literacy is one of the most important directions in modern pedagogy. Mathematical literacy is the second most important component of functional literacy, along with reading literacy. It assumes the ability to use mathematics to solve real-life problems, as well as to understand the "language" of mathematics. The educational content of the IEO creates conditions for the formation and evaluation of mathematical literacy.

The article presents a fragment of the methodological development «Formation of mathematical and financial literacy in mathematics lessons in grades 5-11». The development is devoted to the consideration of the issue of applying the practice of the system of tasks on mathematical and financial literacy in mathematics lessons. The methodological development is intended for mathematics teachers and students of grades 5-11.

The article "The development of functional literacy in the framework of the event dedicated to the 80th anniversary of the breakthrough of the Siege of Leningrad" presents options for functional literacy tasks for the development of reading, mathematical, natural science literacy and creative, global competencies. The material is offered for students of grades 5-6 of secondary schools. Articles, illustrations, schematic drawings, memoirs of participants of events, etc. were used in the work. The presented tasks were used in extracurricular classes at the Bolsheizhor School of the Lomonosov district of the Leningrad Region.

This article includes tasks in various areas of functional literacy (reading literacy, mathematical literacy, natural science literacy, global competencies and creative thinking). All materials are united by a common theme: "Granite". The tasks are designed for students of grades 5–7, taking into account the age characteristics of children. The work is aimed at developing the individual's abilities to formulate, apply and interpret knowledge in a variety of contexts. The illustrations used in the work are taken from open sources on the Internet.