It is concluded that there are sufficient opportunities for the formation of mathematical literacy in students as future teachers of mathematics and their preparation for the formation of mathematical literacy in schoolchildren and its structural elements in the study of special and methodological mathematical disciplines.
An idea is expressed about the way of forming mathematical literacy in higher education in the preparation of a future mathematics teacher based on the use of contextual learning and contextual mathematical problems as a special means of forming mathematical literacy of future mathematics teachers. A new type of contextual mathematical problems is considered and characterized - professional contextual problems.
The role and place of contextual mathematical problems as a special means of forming mathematical literacy of a future mathematics teacher are considered in a tabular format. The theoretical basis of the research is the method of complex comparative comparative analysis. The authors of the article see prospects for further research in identifying and substantiating approaches to the formation of the competencies of a future mathematics teacher in conjunction with mathematical literacy and its structural elements formed in schoolchildren in teaching mathematics.
Keywords: mathematical literacy, teacher training, contextual learning, contextual math problems
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