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Relevance. The relevance of the research is conditioned upon the existence of a contradiction between the predominantly abstract-theoretical nature of the conventional school course of mathematics and the objective need to develop students� skills in the practical application of mathematical knowledge and tools to solve specific applied problems in real-life situations. Purpose. The purpose of the research is to identify and comprehensively justify the role and place of contextual mathematical tasks in the development of students� functional literacy, understood as the ability to apply mathematical knowledge in life situations. Methodology. The study employed methods of historical and comparative analysis, curriculum and educational policy analysis, and the generalization of best practices. Results. The work analyses the historical evolution of advanced national systems of mathematics education from the perspective of integrating the practice-oriented contextual approach into them. It is demonstrated that in many countries there has been a gradual transition to more applied mathematics education through the inclusion of realistic contextual tasks. The high effectiveness of school students solving mathematical problems contextualised in everyday scenarios for developing competence in applying abstract mathematical knowledge and skills in real-life situations has been proved. A set of factors stimulating the introduction of the contextualised approach in mathematics teaching, such as the results of international assessments, has been explored in detail. Conclusions. Key pedagogical, methodological and organisational conditions for the successful implementation of this approach in the school system, including the development of teaching materials, teacher training and assessment tools, are identified. The results expand the understanding of the possibilities of contextual tasks in the development of students� functional literacy, which is significant for the improvement of mathematics education. Keywords: mathematics education; practice-oriented learning; application of knowledge; pedagogical practices; curriculum
Abylkassymova et al. (Thu,) studied this question.