Pedagogical measurement of mathematical literacy in the context of criterial assessment of students’ achievements

Abstract

Analysis of the research results ofdomestic and foreign authors allows us to conclude that the issues ofteaching mathematical literacy in the process of teaching a school mathematics course still remain poorly studied, what determined the choice ofgoals and objectives ofthe study. The goal and objectives of this research are to develop a methodology for measuring the formation ofmathematical literacy in the context ofcriterial assessment of students’ achievements, which align with the fundamental issues ofthe program concept ofthe Organization for Economic Co-operation and Development (OECD) and the PISA studies. The work substantiates that the measurement ofthe development of mathematical literacy is carried out by solving practiceoriented problems. The work established that in the process ofsolving problem-based tasks, schoolchildren gradually perform the following mental operations: judgment, understanding, composing a problem, application, interpretation ofa solution, evaluation. The components ofmathematical literacy have been supplemented. A scale was established to measure schoolchildren’s mathematical reasoning for each component of mathematical literacy. A formula has been proposed for measuring a schoolchild’s mathematical literacy based on a block oftasks that integrates the coefficients ofmathematical literacy development for individual tasks. A methodology has been developed for measuring the development ofmathematical literacy in the context ofcriteria-based assessment ofstudents’ educational achievements.