Section № 1 of the calendar plan:
Content analysis of scientific works, mathematics textbooks, experiences of mathematics teachers in the context of the OECD program concept “The Future of Education and Skills: Education 2030”.
The levels of readiness of mathematics teachers and future mathematics teachers to teach schoolchildren to solve PISA tasks have been determined. The degree of development of methods for teaching schoolchildren to solve PISA tasks has been established.
A substantive analysis of research papers, mathematics textbooks, and the experiences of mathematics teachers was carried out in the context of the OECD program concept “The Future of Education and Skills: Education 2030.”
The experimental data that were included in the content of the article being prepared “Pedagogical measurement of mathematical literacy in the context of criterion-based assessment of student achievements” was analyzed.
Work on this task will continue.
Section № 2 of the calendar plan:
Conducting an experimental study to identify emerging problems when teaching schoolchildren to solve practice-oriented problems in the context of the PISA-2021 program concept.
The results of the experimental study were analyzed and conclusions were drawn based on the data of the experimental study.
Mathematical processing of written work completed by schoolchildren (57 works) showed that schoolchildren (89%) were mostly unable to fully solve these problems and identified emerging problems when teaching schoolchildren to solve practice-oriented problems in the context of the PISA-2021 program concept.
Emerging problems and the level of development of schoolchildren’s mathematical literacy directly depend on the development of interdisciplinary knowledge, the difficulty of the problem, the complexity of the mathematical reasoning used, and the conclusions necessary for the schoolchildren to solve the problem.
Experimental data and conclusions are included in the content of the article being prepared “Formation and development of mathematical literacy in the context of the PISA-2021 program concept.”
Work on this task will continue
Section № 3 of the calendar plan:
Determination of types of practice-oriented tasks – as objects of mental activity formulated in the program concept of PISA-2021
The types of practice-oriented tasks are defined – as objects of mental activity.
Theoretical research and analysis of experimental data made it possible to identify types of practice-oriented tasks.
The study found that solving problem problems will require the use of the following basic thinking skills:
– identify the information necessary to solve a given problem;
– systematize the identified information, arrange it in the form of text, formulas, graphs, tables, i.e. present their synthesized thoughts in the form of a mathematical model that describes the problem situation;
– apply mathematical reasoning to solve a mathematical model.
– interpret the found solution in the context of the problem problem phenomenon;
– explore, evaluate, generalize the results of solving a problem, special manifestations of a given situation.
Based on the results of the study, 2 scientific articles were prepared for publication in Scopus and Web of Science journals:
1) “Formation and development of mathematical literacy in the context of evaluative – study tasks of PISA”;
2) “Teaching students in the compilation of differential models, interdisciplinary knowledge within the framework of the course project.”
Work on this task will continue.
Section № 4 of the calendar plan:
Identification of signs of development of mathematical literacy of schoolchildren in the context of the PISA-2021 program concept
The signs of the development of mathematical literacy of schoolchildren in the context of the PISA-2021 program concept are determined.
Based on the definition of mathematical literacy, the main signs of the development of mathematical literacy of schoolchildren in the context of the PISA-2021 program concept have been identified.
Analysis of the main features and stages of solving practice-oriented PISA problems made it possible to identify component-by-component features of mathematical literacy.
The study established that in the course of school mathematics, decision-making problems are almost not considered, and in the course of school geometry, practice-oriented problems using interdisciplinary knowledge are almost not considered.
In this regard, problem-oriented tasks were developed to promote the formation and development of mathematical literacy, mathematical reasoning, and decision-making skills.
1) Some of the results of these studies were published in peer-reviewed scientific publications, having a percentile ranking according to CiteScore in the Scopus database:
– Article Duisebek Nurgabyl, Nazgul Zhailaubaeva, Gulsim Abdoldinova, Zhetkerbai Kaidassov “Teaching students in the compilation of differential models, interdisciplinary knowledge within the framework of the course project” was published in the journal “Asian Journal of University Education” included in the Scopus database: 69%, Q2;
– The article by Duisebek Nurgabyl, Aspet Kagazbayeva, Baktiyar Satkulov “Formation and development of mathematical literacy in the context of evaluative–study tasks of PISA” was published in the Journal on Mathematics Education in the Scopus database: 93%, Q1.
2) The results obtained were tested in scientific and methodological seminars at Jetsu University named after I. Zhansugurov, Aktobe Regional University named after K. Zhubanov, Suleyman Demirel University and at the XX International Scientific and Practical Conference “GLOBAL SCIENCE AND INNOVATIONS 2023: CENTRAL ASIA”, which took place on September 20, 2023 in Astana, Kazakhstan.
Scientific supervisor, Doctor of Physical and Mathematical Sciences, Professor Nurgabyl D.