POSSIBILITIES AND CONDITIONS FOR THE EFFECTIVE USE OF ACTIVE LEARNING METHODS FOR THE DEVELOPMENT OF MATHEMATICAL LITERACY IN THE PISA AND SAT FORMATS

Maksudova Khakikat Akhmadovna

Authors

Maksudova Khakikat Akhmadovna Namangan State Pedagogical Institute

Keywords:

mathematical literacy, PISA, SAT, active learning methods, problem-based learning, project-based learning, case method, cognitive activation, mathematical reasoning, mathematical modeling, critical thinking, reflection, competency-based approach.

Abstract

This article examines the potential and pedagogical conditions for the effective use of active learning methods (problem-based learning, project-based learning, case studies, research activities, group strategies, cognitive activation, etc.) to develop students' mathematical literacy in the context of the international PISA and SAT assessments. Mathematical literacy within the PISA framework is defined as an individual's ability to formulate, apply, and interpret mathematics in a variety of real-world contexts, including mathematical reasoning, problem solving through modeling, and the integration of 21st-century skills (critical thinking, creativity, communication, reflection).

References

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