A model for the formation of economic literacy of students in grades 4-6 in the process of teaching mathematics
The article presents a model of the formation of economic literacy in the age category of children in grades 4-6 through mathematics. Recently, a lot of attention has been paid in the pedagogical literature to the development and justification of effective forms of economic literacy formation, the basis of which are interactive games, economic tasks, case tasks. But with all the variety of pedagogical tools that contribute to the development of specific economic content, there is an insufficient level of economic literacy of schoolchildren of the basic level of education. According to the research work carried out in the schools of the city of Chusovoy, Perm Krai, less than 15% of students in grades 4-6 demonstrate the ability to solve problems with economic content. The main problem in the insufficient level of formation of economic literacy of schoolchildren of grades 4-6, we see in the absence of a pedagogical model containing a full range of interrelated components and tools that determine the effective development of subject economic knowledge and skills. Is it possible to create and describe a pedagogical model for the formation of economic literacy of students in grades 4-6 through the school subject “Mathematics”? It is this problem that has become the key in our study. As part of our work, the development of the subject material of mathematics and economics was carried out through situational activity classes with the inclusion of tasks based on the situation, which are the author’s development. The diagnosis of schoolchildren in grades 4-6 was carried out by means of a developed test, the basis of which was the ability to act and solve mathematical problems with economic content. The article presents the main components of the pedagogical model of the formation of economic literacy of schoolchildren (targeted, meaningful, effective), the characteristics of each of them are given and the content of its constituent blocks is disclosed. In conclusion, the conclusion is made about the effectiveness of the proposed model, which expands the pedagogical boundaries of school education, allowing to form the economic literacy of students in grades 4-6 through mathematics.