Status of Mathematics Literacy in Primary School of the Kyrgyz Republic

Abstract

The article considers the current status of mathematics literacy of primary school students in the context of the international research conducted by IRSA, as well as the factors supporting mathematical competence of students and role of curricula and textbooks in formation of student achievements in mathematics provided in schools characterized by the Kyrgyz language of instruction. The methodology for analysis of the content of the 4th grade textbook for schools with the Kyrgyz language of instruction is provided and the constructive specifics of mathematics tests, adaptation and localization of a tool included in the SAMtool package in a foreign language environment are also considered. SAM tool adaptation includes: translation of tests into the Kyrgyz language, verification at the national level, verification at the international level, approbation, test content analysis. Tool localization includes: preparation of final versions of tests, their translation into Kyrgyz, translation of questionnaires for students and teachers, conducting a workshop in district education departments with school coordinators, conducting a full-scale localization in individual districts and cities of Kyrgyzstan on the basis of sampling, processing and analysis of data. After interpreting results of the conducted international research of primary school students in the Kyrgyz Republic some conclusions and recommendations have been made in order to improve the overall quality of mathematics education in primary schools of the republic.