PISA (Program for International Student Assessment) is a benchmark study of the quality of general education. It covers 15 year old students from many countries. This program is implemented by the Organization for Economic Cooperation and Development (OECD, 1961).

The study was conducted on a three-year cycle since 2000. In Kazakhstan, 15-year-old schoolchildren participated in 4 cycles of the PISA study in 2009, 2012, 2015, and 2018. In 2021, the level of functional literacy of schoolchildren according to PISA is aimed at measuring "math literacy". In Kazakhstan, the Autonomous Organization of Education "Nazarbayev Intellectual Schools" in the field of physics, mathematics and chemistry and biology regularly participates in the international PISA exam, which allows you to identify, compare and analyze the knowledge of 15-year-old schoolchildren. This research was conducted by teachers of Nazarbayev Intellectual School of Physics and Mathematics in Aktobe, Kazakhstan.  

In this regard, in order to improve the functional literacy of 15-year-old schoolchildren in the field of natural sciences, Olympiads are held. According to the results of the work, students have a high level of recall of subject knowledge or the ability to apply theoretical knowledge in familiar learning situations.

However, due to the insufficient readiness of students to explain natural phenomena, facts, technologies and their consequences for society and the environment through part of their work and the ability to draw conclusions based on research, offer solutions, interpret and evaluate scientific data, evaluate the correctness of the conclusions. That is, there is no application of students' knowledge in real life situations.

In addressing these issues, the following questions arose:

• What factors contribute to the development of students' functional literacy?

• Why do we pay special attention to improving the functional literacy of students?

• How do chemistry, biology, math and history teachers use PISA strategies in their lessons?

Purpose of the study:

1) monitor the specifics of teachers using PISA strategies in the classroom, identifying problems and finding effective ways;

2) identify the types of aspects of mathematical literacy in research tasks used in the lesson;

3) analyse of the methods used in the tasks of mathematical thinking in distance learning;

4) develop of mathematical literacy in future teaching practice

Study plan:

o Introduction to international PISA studies

o Questionnaire among teachers

o Questionnaire among students

o Monitoring the progress of the lesson

o Providing effective ways to prepare students for PISA..

Some scholarly publications claim that the term "functional literacy" was introduced in 1956 by William Gray's UNESCO study "Teaching Reading and Writing". Functional literacy was first considered by UNESCO in 1965 as an international problem of developed countries.

Chigisheva O.P., Soltovets E.M., Bondarenko A.V. (2017) state that “a functionally literate person is the one who can participate in all activities that require literacy for the effective functioning of his group, and also allow him to continue to use reading, writing and arithmetic for his own development and development.” society." To date, the functional literacy of schoolchildren is the development of students' ability to deeply understand the subject so that they can effectively use their knowledge outside the classroom, in any situation.

The research considers the need to pay more attention to the development of scientific literacy and critical thinking (formation of functional literacy) in primary school (Vieira, Tenreiro-Vieira, 2016).

“Despite the popularity of modern technologies, text messages do not provide the development of the necessary skills and actions of functional literacy, including writing,” notes in his work (Zebroff and Kaufman, 2017).

In PISA exam the study of student learning is carried out in three main areas. These are: "math literacy", "natural literacy" and "reading literacy". Science literacy is the level of students' ability to apply their knowledge, identify problems and draw reasonable conclusions and conclusions for appropriate decision-making. Research methods: review of scientific and pedagogical literature; analysis of educational and methodological documents; observation; survey; analysis. Data Collection: Online Surveys Stages of research: 1. Acquaintance with foreign scientific research on PISA exam 2. Finding out the opinions of teachers and students through a survey. 3. Monitoring the features of the use of PISA strategies by teachers in the classroom. 4. Analysis of results and development of recommendations According to the results of PISA 2020 in our school, the level of reading literacy of students relative to the overall performance in the network of Nazarbayev Intellectual Schools is relatively good, compared to 58.9 (in the network of schools) the average percentage of completion of tasks in terms of reading literacy, and 59.8 in our school. Mathematical literacy skills in history lessons are developed when completing tasks with statistical data, tables, graphs, diagrams, etc., but the answers of the respondents showed that such tasks are not so often performed in the lessons: 51% do it often, and 49% rarely do it. Another problem has been identified - what is the level of development of mathematical literacy in history lessons? When conducting a survey among students of 10-12 grades, 81% of them stated that they often work with texts in history classes. Observations of the lessons and the study of the short-term plans of colleagues in order to identify 5 types of reading in the proposed tasks and their quality showed the following. Thus, in the short-term plan of the lesson on the history of Kazakhstan, the task was given to read two articles and analyze the content of the text. A table was attached to the text, in which it is necessary to reflect the common and different in the ideas of Al-Farabi and Zh.Temirbekov, draw a conclusion and give an assessment. This task is aimed at developing high-order skills - analysis and evaluation, that is, an analytical type of reading. Observations and analysis of documents showed that work with the text is actively carried out at the lessons, STEPLE schema was used, however, certain questions arose.

As a result of observing the lesson, it was revealed: Science subject teachers support functional literacy and ensure that students develop functional literacy. The learning objectives of the lesson are focused on the development of basic scientific competencies and skills and the development of students' ability to act in real life situations, as well as the ability to solve various problems. Teachers prepare and present tasks for different levels of literacy achievement to form and assess students' functional literacy, for example: Tasks for knowledge of basic scientific terms, the ability to identify simple patterns - 100%; Tasks aimed at drawing conclusions based on a simple set of initial data - 100%; Tasks capable of explaining little-known phenomena with the help of the suggested clues - 100%; Tasks to explain complex or completely unfamiliar situations and processes that can apply knowledge - 82%; Tasks explaining complex phenomena and processes, consisting of several cause-and-effect relationships, using scientific ideas or concepts - 67%; For the formation of forecasts and assumptions, assignments for data interpretation were used - 48%. The following results were obtained during the monitoring of the lesson:  tasks aimed at developing logical and critical thinking;  practical tasks aimed at solving and analyzing real-life problems presented in the form of tables, graphs, diagrams;  global tasks related to individual, local issues;  tasks and questions on Bloom's taxonomy were asked to develop high-level thinking skills. Recommendations: 1. Substantiation of the learning process on the basis of a concept-based system of integrated education 2. The use of tasks that develop all 6 levels of scientific literacy in the classroom 3. Analyzing essential tasks, integrating disciplines with extracurriculars and elective courses 4. Use of methods such as problem based learning, project-based learning, inquire based learning, dialogue learning in lessons.

The literature review contains statements by well-known authors about functional literacy, in particular, the development of skills of one of its types - reading literacy, which basically functions more often in the classroom. According to the results of PISA 2020 in our school, the level of reading literacy of students relative to the overall picture in the network of Nazarbayev Intellectual Schools is not bad, compared to 58.9 (in the network of schools) the average percentage of completion of tasks in terms of reading literacy, and 59.8 in our school. But if we consider the results of completing tasks in the context of each type of reading literacy, then the picture changes somewhat. These data confirm the relevance of this research, in addition to leadership in two types of reading (exploratory, studying) in comparison with other schools, there is a noticeable lag in the types of viewing, introductory and analytical reading. Reading literacy skills are necessary when working with large amount of information, which ensures success for students in learning, plays an important role in their socialization. Thus, at each lesson, work should be carried out to develop semantic reading skills. This study will be continued, on the problems identified during its implementation. 1.Bakhareva E.V.(2009). Development of professional competence of a teacher in the formation of functional literacy of primary school students. Dissertation for the degree of candidate of pedagogical sciences,198. 2.Chigisheva, O.P., Soltovets, E.M., Bondarenko, A.V. (2017). Interpretation specifics of the concept of “functional literacy” in the Russian and European theory of education, Online- journal “The World of Science”, 5(4). Retrieved from http://mir-nauki.com/PDF/45PDMN417.pdf. 3.Feldstein D. I. (2010).The changing child in the changing world: psychological and pedagogical problems of the new school. National Psychological Journal, 2 (4), 6-11. 4.National Action Plan for the Development of Functional Literacy of Schoolchildren for 2012-2016. 5.OECD (2010). PISA 2009 Results: Executive Summary. Retrieved from http://www.oecd.org/pisa/pisaproducts/46619703.pdf 6.OECD (2012). ‘Let's Read Them a Story!’ The Parent Factor in Education, PISA 7.OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264176232-en 8.OECD (2013). PISA 2012 Results, PISA, OECD Publishing. 9.PISA-2012 The main results of the international study of academic achievement of 15-year-old students, Astana: NCOSO, 2013 10.Zuckerman G.A. (2010). Evaluation of reader literacy. Materials for discussion.// Department of quality assessment of general education ISMO RAO. Retrieved from www.centeroko.ru