Formation of functional mathematical literacy of future primary school teachers by means of mathematical and informational tasks
The paper presents the theoretical justification and practical implementation of the educational environment of studying mathematics by students - future primary school teachers, focused on the formation of functional mathematical literacy of students by means of mathematical and information tasks. The purpose of the research is to theoretically substantiate, practically define and experimentally create an educational environment aimed at developing functional mathematical literacy in future primary school teachers. Research methods: 1) theoretical: analysis, generalization, interpretation of scientific literature on research issue; 2) empirical: pedagogical experiment, questionnaire. Conclusions and recommendations: we describe in the course of the theoretical study the main approaches to the definition of the categories “functional literacy”, “functional mathematical literacy”, expediency of forming functional mathematical literacy of future primary school teachers for their further successful pedagogical activity. We present a theoretically revealed set of didactic conditions for the selection of mathematical and informational tasks as a means of forming the functional mathematical literacy of a future teacher. The effectiveness of using a complex of mathematical and informational tasks as a means of forming functional mathematical literacy of students - future primary school teachers in the course of studying mathematics has been experimentally proved. The practical significance of the research consists in the development of didactic conditions for the selection of mathematical and informational tasks that can serve as a means of integrating mathematical, professional and cultural knowledge, forming students' ideas about a unified picture of the world and the ability to apply the mathematical knowledge obtained in solving professional problems. The practical results of the study can be used in the practice of mathematics teachers in pedagogical specialties of universities in order to form functional mathematical literacy in the study of the discipline “Mathematics”.