Article
Article name Preparing the Future Teacher of Mathematics to the Formation of Schoolchildren Mathematical Literacy
Authors Desnenko S.I. Doctor of Pedagogy, professor desnenkochita@rambler.ru
Zvereva E.Y.Senior Lecturer deya81@list.ru
Bibliographic description Desnenko S. I., Zvereva E. Ya. Preparing of the Future Mathematics Teacher to the Formation of Schoolchildren’s Mathematical Literacy // Scholarly Notes of Transbaikal State University. 2021. Vol. 16, No. 5. РР. 56–66. DOI: 10.21209/2658-7114-2021-16-5-56-66.
Section
DOI 10.21209/2658-7114-2021-16-5-56-66
UDK 378
Article type
Annotation In the article, based on the analysis of studies highlighted the problems related to identifying opportunities for the formation of functional literacy in schoolchildren, including mathematical literacy. The authors highlight the structural elements of mathematical literacy. The article is substantiated the conclusion that special preparation of the future mathematics teacher is necessary for the formation of mathematical literacy and its structural elements in schoolchildren. Based on a comparative and comparative analysis of the competencies formed at the university by a student as a future mathematics teacher, and the structural elements of mathematical literacy formed in schoolchildren in teaching mathematics, the relationship between competencies and structural elements of mathematical literacy is shown. It is concluded that there are sufficient opportunities for the formation of mathematical literacy in students as future teachers of mathematics and their preparation for the formation of mathematical literacy in schoolchildren and its structural elements in the study of special and methodological mathematical disciplines. An idea is expressed about the way of forming mathematical literacy in higher education in the preparation of a future mathematics teacher based on the use of contextual learning and contextual mathematical problems as a special means of forming mathematical literacy of future mathematics teachers. A new type of contextual mathematical problems is considered and characterized – professional contextual problems. The role and place of contextual mathematical problems as a special means of forming mathematical literacy of a future mathematics teacher are considered in a tabular format. The theoretical basis of the research is the method of complex comparative comparative analysis. The authors of the article see prospects for further research in identifying and substantiating approaches to the formation of the competencies of a future mathematics teacher in conjunction with mathematical literacy and its structural elements formed in schoolchildren in teaching mathematics.
Key words mathematical literacy, teacher training, contextual learning, contextual math problems
Article information
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