STRATEGIES FOR IMPROVING MATHEMATICAL LITERACY IN UZBEKISTAN: ANALYSIS OF PISA AND TIMSS RESULTS
Keywords:
mathematical literacy, PISA, TIMSS, 12-year education, SmartEd, CDA, IRT, error management culture, teacher qualifications, road mapAbstract
This article analyzes strategic directions for improving students’ mathematical literacy in Uzbekistan’s school education system. Based on the results of PISA-2022 and TIMSS-2023 international studies, systemic problems in students’ mathematical training are identified (81% of students are below the baseline level, almost no students at levels 5-6). Socio-economic factors, gender and regional disparities, the transition to a 12-year education model, the SmartEd project, the potential of cognitive diagnostic assessment (CDA) and IRT methodology, as well as error management culture and teacher professional development are discussed. Based on the analysis, a “road map” for improving mathematical literacy is proposed, covering institutional, methodological and social levels.
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