Mathematical, Reading, and Natural Science Literacy in Primary School: Interconnection, Continuity, Integration

Abstract

The article is devoted to the problem of developing functional literacy in primary school students. The results of a comparative analysis of the formed and tested types of activities of the basic components of functional literacy (Reading, Mathematics, Science) are presented. Identical and specific types of activities are identified. Using the example of the results of completing tasks of meta-subject regional diagnostic work by schoolchildren in the Moscow region, the existence of a problem of transferring identical competencies from one type of literacy to others was demonstrated. A solution to this problem has been proposed. The article is addressed to teachers implementing federal educational programs of basic general education, regional coordinators of the project «Monitoring the formation of functional literacy of students».