Ongoing education of math teachers and PISA quality assessment: from professional competence to the mathematical literacy of schoolchildren

Abstract

The quality of education is a key factor in the social development of the individual, society, and the state. This article is aimed at identifying the theoretical essence of the concept, the “quality of education” in the context of the international PISA comparative study and the ongoing education of math teachers as a factor in the development of students’ mathematical literacy. The diagnostics for interviewing and questioning teachers, students and parents revealed problems and difficulties in teaching and studying mathematics. A key tool was context analysis of the GGTU Center for teachers’ professional development activities. The Ongoing Education Program “Schoolchildren Practical Math Literacy Formation” presented in the article and the author’s teaching manual “Life as a Math Plot” reveal their practical focus on the development of math teachers’ professional subject competence, on schoolchildren’s math literacy development, and, as a result, a general improvement in the quality of education according to the PISA results.

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

“…Several studies on PCK of preservice teachers on science and mathematics topics exist. These studies generally emphasize that most pre-service teachers do not have sufficient pedagogical knowledge to teach science and mathematics effectively (Belayneh, 2021;Tchoshanov et al, 2019;Usak et al, 2020;Yusupova et al, 2020). Some studies conclude that most prospective elementary teachers have various pedagogical misconceptions and often lack the necessary pedagogical knowledge to teach science effectively (Kuznetsova et al, 2021;Ozden, 2008;Usak et al, 2011).…”

Readiness Of Mathematics Teachers To Develop Students’ Functional Literacy

“…The authors point out that for a mathematics teacher to be able to teach students 21st century thinking, skills and competencies, he or she needs to be proficient in teaching strategies and methods, as well as in the qualities that he or she intends to develop in his or her students. Russian researchers also note the importance of lifelong learning for mathematics teachers as a prerequisite for the successful development of mathematical literacy in students (Yusupova, & Skudareva, 2020). Mathematics teachers' perceptions of functional literacy and one of its components, i.e.…”