Introduction. The formation of functional (mathematical) literacy of students has been the basic trend of mathematical education in secondary school in recent years in connection with the results of the international PISA testing. Pedagogical experience, theory and practice, requests and challenges of real life show that fundamental mathematical abilities and situations of overcoming difficulties in mastering complex knowledge play a central role in various levels determining in the formation of mathematical literacy success. The purpose of the study is to identify the subject and methodological deficiencies of teachers in the interpretation of complex knowledge as a factor in the formation of mathematical literacy of students, using the original competence meters in case tests e form and using Google Forms.
Materials and methods. Materials: diagnostic case-tests; online service Google Forms. Methods of descriptive statistics: arithmetic mean, standard deviation, etc.
Results. It was revealed that teacher’s majority of (80%) adequately assesses their scientific and methodological potential, are tolerant of innovations in didactics. Low average results of teachers (43.7%) are shown, indicating the presence of subject deficits in mathematics teachers in the field of applying mathematical knowledge in solving practice-oriented tasks. The average results of teachers’ methodological deficits (62.3%) indicate the teacher’s readiness for professional self-development, the ability to adapt and knowledge using of science’s modern problems in solving practice-oriented tasks with student’s motivation and self-organization effects.
Conclusions. The subject and methodological competencies of a teacher should cover the content and ways of complex knowledge adapting (modern achievements in science) to school mathematics, the variability of forms and means of generalized constructs presenting, knowledge of mathematical and computer modeling methods, knowledge of samples and standards of popular applications of complex knowledge to real life, technologies and industries. Practice-oriented tasks arise in teaching mathematics at the same time as a component of student’s project and research activities.
Keywords: mathematical education, complex knowledge, professional deficits of teachers, mathematical literacy
For Reference: Smirnov, E. I., Skornyakova, A. Yu., & Tikhomirov, S. A. (2022). Case tests as a tool for identifying of teacher’s professional deficits in the interpretation of complex knowledge. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 58 (4), 557-577. doi: 10.32744/pse.2022.4.33
Information about the authors:
Eugeny I. Smirnov (Russian Federation, Yaroslavl) - Doctor of Pedagogical Sciences, Professor, Head of Mathematical Analysis, Theory and Methods of Teaching Mathematics Department. Yaroslavl State Pedagogical University named after K. D. Ushinsky | Leading scientific researcher. Vladikavkaz Scientific Center of the Russian Academy of Sciences. Southern Mathematical Institute of the Russian Academy of Sciences. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0002-8780-7186. Scopus Author ID: 55734369900 Anna Yu. Skornyakova (Russian Federation, Perm) - PhD in Pedagogical Sciences, Associate Professor of Higher Mathematics and Methods of Teaching Mathematics Department. Perm State Humanitarian Pedagogical University. E-mail: email@example.com Sergey A. Tikhomirov (Russian Federation, Yaroslavl) - PhD in Physical and Mathematical Sciences, Associate Professor of Geometry and Algebra Department. Yaroslavl State Pedagogical University named after K. D. Ushinsky. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0002-7409-8464. Scopus Author ID: 9133507700