Formation of functional mathematical literacy of younger schoolchildren by means of interdiscipline integration

The article presents one of the options for the formation of functional mathematical literacy of primary schoolchildren using intersubject integration, based on the informational and categorical approach. The requirements of the Federal State Educational Standard, the State Program of the Russian Federation “Development of Education” (2018-2025) involve the training and education of a new person who has “skills of the 21st century”, which contains mathematical, reading, scientific, financial, and global competencies. There is a contradiction between the need to form the above mentioned competencies among students at different stages, including elementary school, and the insufficient development of methods and technologies for achieving the goals of competency-based education. This contradiction determines the relevance of the research. There is a problem in the selection of effective methods and technologies in the formation of functional mathematical literacy of students. The relevance and problem of the study determine its purpose: to identify effective methods for the formation of functional mathematical literacy in elementary school. The results of our study has shown that the achievement of the goal is facilitated by the implementation of intersubject integration in the educational activities of elementary schoolchildren, which, in turn, is based on an informational and categorical approach. The ideas reflected in the article can be used at the next stages of training in a secondary general educational school.

компетенции, функциональная математическая грамотность, межпредметная интеграция, информационно-категориальный подход, начальная школа, competences, functional mathematical literacy, intersubject integration, information-categorical approach, elementary school

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