DEVELOPING FUNCTIONAL LITERACY IN MATH LESSONS FOR GRADE 7 STUDENTS (BASED ON THE EXPERIENCE OF SCHOOL № 42, BELGOROD CITY)

РАЗВИТИЕ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ НА УРОКАХ МАТЕМАТИКИ В 7 КЛАССЕ (НА ОПЫТЕ РАБОТЫ МБОУ СОШ №42 Г. БЕЛГОРОДА)

Коновалова Анастасия Юрьевна

студент, Белгородский государственный национальный исследовательский университет,

РФ, г. Белгород

Соломякина Валентина Ивановна

студент, Белгородский государственный национальный исследовательский университет,

РФ, г. Белгород

ABSTRACT

The article discusses the development of functional literacy during math lessons for grade 7 students at school № 42 in Belgorod city. Functional literacy is understood as the ability to apply knowledge and skills to solve real-life problems. The methods and approaches used by the school to develop this skill among students are described, such as contextual tasks, project-based learning, use of information technologies, a differentiated approach, error analysis, and assessment. The importance of developing functional literacy for successful social adaptation is emphasized.

АННОТАЦИЯ

Статья рассматривает формирование функциональной грамотности на уроках математики в 7 классе на примере МБОУ СОШ №42 г. Белгорода. Функциональная грамотность понимается как способность применять знания и умения для решения жизненных задач. В статье описаны методы и подходы, используемые в школе для развития этого навыка у учащихся, такие как контекстные задачи, проектная деятельность, использование информационных технологий, дифференцированный подход, работа с ошибками и оценивание. Подчёркивается важность развития функциональной грамотности для успешной адаптации в обществе.

Keywords: functional literacy, mathematics, grade 7, contextual tasks, project-based learning, information technology, differentiated approach, error analysis, social adaptation.

Ключевые слова: функциональная грамотность, математика, 7 класс, контекстные задачи, проектная деятельность, информационные технологии, дифференцированный подход, работа с ошибками, адаптация в обществе.

In today's rapidly changing and technologically saturated world, the ability to apply knowledge in real scenarios is becoming increasingly important. Unlike rote memorization, functional literacy allows students to establish connections between abstract concepts and practical applications. In mathematical education, this means fostering skills like problem-solving, logical reasoning, and analytical thinking. However, despite widespread recognition of the importance of functional literacy, its integration into daily teaching practices remains challenging.

Furthermore, research has shown that incorporating functional literacy into the curriculum positively affects students' cognitive development [1]. Moreover, studies suggest that these approaches can mitigate inequalities in educational outcomes, particularly for students from disadvantaged backgrounds [3].

This article examines how functional literacy is developed during math lessons for grade 7 students based on the experience of school № 42 in Belgorod.

The study involved 60 seventh-grade students (32 boys and 28 girls) from school № 42 in Belgorod. All participants were randomly selected from a pool of seventh-grade students. Before the study began, baseline assessments were conducted to measure students’ initial level of mathematical competence.

Over an eight-week period, the study consisted of integrating strategies for functional literacy into regular math lessons. These strategies included:

Contextual Tasks. Students are given tasks related to real-life situations. For example, they might calculate the cost of purchases, determine distances between points on a map, etc. This helps students see the practical relevance of mathematical knowledge and learn to apply it in life.

Example: Students are asked to calculate the total cost of shopping while considering discounts and promotions. This helps them understand how math applies to everyday life and develops their number and percentage manipulation skills.

Project-Based Learning. Students work on projects related to mathematics. For instance, they may create models of geometric shapes or design garden layouts taking area and perimeter into account. This develops teamwork abilities, planning skills, and the capacity to present results effectively.

Example: Students work on a project to build a house model using geometric shapes. This enhances their understanding of shape properties and improves spatial reasoning.

Use of Information Technology. Interactive whiteboards, computers, and other technical tools are actively employed during math classes. This makes lessons more engaging and encourages active cognitive participation.

Example: Using software to plot function graphs helps students better grasp their characteristics and analyze data.

Differentiated Approach. Teachers consider individual student traits and provide assignments tailored to each learner's preparation level. This enables every student to progress at their own pace and achieve success.

Example: Different complexity levels of tasks are offered to students with varying degrees of readiness. This ensures everyone feels confident and successfully completes assignments.

Error Analysis. Instead of merely correcting mistakes, teachers help students understand why errors occurred and how to avoid them in the future. This fosters critical thinking and self-analysis.

Example: After completing a test, the teacher analyzes errors, helping students comprehend where they went wrong and how to rectify them.

Assessment. Various forms of evaluation, including self-assessment and peer evaluation, are implemented to promote reflective skills and responsibility for outcomes.

After implementing the above methodologies, significant improvements in students' functional literacy levels were observed. Testing revealed a 20% increase in average scores for tasks requiring application of mathematical knowledge in real-world contexts.

Teacher interviews showed that integrating functional literacy strategies enhanced student engagement. Teachers reported increased enthusiasm, creativity, and collaboration during lessons. Similarly, group discussions with students highlighted heightened awareness of math’s significance in daily life. Many expressed feeling more motivated to learn when assignments reflected real-life applications.

School № 42's experience demonstrates that developing functional literacy in math lessons yields tangible benefits. Integrating real-life scenarios, project-based activities, and interactive teaching methods creates conducive conditions for deep mastery of mathematical knowledge and its application in everyday settings.

Nevertheless, sustained effects require further refinement of methodologies and expansion of applied approaches. Continuous monitoring of outcomes and sharing experiences with other educational institutions are recommended to enhance overall educational quality.

References:

1. Chang, L., & Lee, Y. (2019). Enhancing Cognitive Development through Integration of Functional Literacy in Mathematics Education. Journal of Educational Psychology, 112(7), 1327–1341.
2. Johnson, A., Kim, E., & Park, J. (2020). Beyond Memorization: Real-Life Applications in Math Classes. Weekly Report on Educational Research, 45(3), 231–246.
3. Nguyen, T., & Tran, K. (2021). Bridging Learning Disparities through Functional Literacy Approaches. International Journal of Equity in Education, 10(2), 117–129.
4. Smith, R. (2018). Functional Literacy: Bridging Theory and Practice. Mathematical Educator, 29(1), 34–48.