FOREIGN EXPERIENCE IN PRIMARY EDUCATION: THE NEED FOR INTEGRATION AND IMPROVEMENT OF MATHEMATICAL LITERACY

Abstract

The purpose of the article is to analyze and summarize international experience in the application of integrated learning in primary school and the results of the formation of mathematical literacy of schoolchildren. The research methodology is based on a set of complementary methods: analysis, synthesis, generalization and systematization of scientific sources and regulatory documents on the development of mathematical literacy of students using the example of the Finnish education system; comparative analysis of foreign experience in organizing primary education and vocational training in the context of implementing integrated learning. The scientific novelty lies in the comprehensive generalization of foreign experience regarding the key pedagogical conditions for effective integration in primary education and professional training of future teachers, i.e. the formation of mathematical literacy of Finnish primary school students in general and through the prism of integrated learning in particular Conclusions. Analysis of international experience (Denmark, Germany, Norway, USA, Finland, Sweden) has shown that integrated learning is one of the leading trends in the development of modern primary education and professional training of future teachers. An important condition for its effectiveness is the orientation of the educational process towards a competency-based approach, active learning methods, the use of digital technologies, formative assessment, and the creation of a learning environment in which students are active participants in cognitive activity. The analysis of foreign experience showed that one of the priority areas of development of modern primary education is the formation of mathematical literacy. Summarizing the results of Finnish education in teaching students mathematics, it is obvious that there is a need for systematic and thorough formation of the basic theoretical basis, that is, mathematical knowledge, learning skills, while at the same time creating conditions that reduce the level of mathematical anxiety on the basis of phenomenon-oriented learning