This article examines the importance and effectiveness of using PISA-model tasks aimed at enhancing students' mathematical literacy. The study justifies the need to develop functional literacy in the current education system and describes the features of PISA tasks, their differences from traditional exercises, and their impact on students’ ability to solve real-life problems. The research aims to develop a methodology for the effective integration of PISA-format mathematical problems into the curriculum and to analyze their influence on students' functional and mathematical literacy. The study employed surveys of teachers and students, classroom observations, and action research methods. In addition, assessment tools and rubrics were developed, and skills related to interpretation, mathematical modeling, and decision-making were analyzed. The findings reveal a high level of interest among teachers in using PISA-type tasks, though there is a lack of methodological support. Students were found to encounter difficulties in understanding the problem statements, constructing mathematical models, and relating solutions to real-world contexts. The article also discusses methods for developing functional literacy, evaluation criteria, and the advantages of using context-based problems. The results highlight the necessity of teachers’ professional development, the incorporation of contextualized tasks into instruction, and the establishment of a clear assessment structure to effectively implement the PISA model

NAZAROVA K.ZH.

Candidate of physical and mathematical sciences, docent, Khoja Akhmet Yassawi international kazakh-turkish university), Turkistan, Kazakhstan.

E-mail: kulzina.nazarova@ayu.edu.kz, https://orcid.org/0000-0002-2093-1879

DILDABEKKYZY ZH.

Master's student, Khoja Akhmet Yassawi international kazakh-turkish university, Turkistan, Kazakhstan.

E-mail: zhansaya.dildabekkyzy@ayu.edu.kz, https://orcid.org/0009-0006-1512-2651

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