THE IMPORTANCE OF CONTEXTS IN FORMATION OF READINESS FOR MANIFESTATION OF MATHEMATICAL LITERACY IN TYPICAL LIFE SITUATIONS

Abstract

The article reveals the educational function of task contexts in shaping the willingness of students to demonstrate mathematical literacy in typical life situations requiring the use of mathematics. It is proved that contexts are designed to include in the content of students’ subjective experience ideas about typical life situations of applying mathematics, which is a condition for school graduates to have situational readiness to demonstrate mathematical literacy outside the school walls. The author describes the requirements for the selection of typical life situations requiring the use of mathematics, which should be the subject of mastering when teaching mathematics at school. The article presents classifications of typical life situations according to the degree of localization (generally significant, federal, regional, municipal), as well as according to the degree of relevance to the student’s subjective experience (familiar, unfamiliar, unfamiliar). The rules of representation of life situations in the context of tasks to develop mathematical literacy are described.