METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF FUNCTIONAL LITERACY IN SCHOOLCHILDREN THROUGH CONTEXTUAL MATH PROBLEMS

Abstract

This article discusses the problem of developing the functional mathematical literacy of 6th grade students through a system of contextual math problems. In the modern education system, the formation of students' ability to apply mathematical knowledge in real-life situations is one of the most important tasks, as functional literacy has become a key indicator of educational outcomes. The purpose of this research is to develop a methodological approach based on the systematic use of contextual problems in mathematics classes and to experimentally test its effectiveness. The study was conducted in grades 6 “A" (experimental group, 22 students) and 6 “E” (control group, 23 students) at the Specialized Lyceum No. 165. The experiment is planned for 8 weeks (24 lessons), and the author's program is integrated into the educational process. The level of functional literacy was determined using baseline and final diagnostics. The Pearson χ2 test was used to analyze the results. The results of the final diagnostics showed an increase in the proportion of high-level students in the experimental group from 13.6% to 54.5% and a decrease in the low-level students from 54.6% to 9.1%. Compared to the control group, the difference was statistically significant (x2emp = 8.21; p < 0.05). The research findings proved that the systematic use of contextual math problems effectively promotes the development of students' skills in mathematical modeling, analysis, and interpretation of solutions. The proposed methodology is recommended for use in secondary schools as a means of improving functional mathematical literacy.