DEVELOPING PRIMARY MATHEMATICS EDUCATION IN UZBEKISTAN: A PERSPECTIVE BASED ON PISA, TIMSS, AND PIRLS ASSESSMENTS
Keywords:
Mathematics education, PISA, TIMSS, PIRLS, primary school, functional literacy, Uzbekistan, curriculum reform, teacher training.Abstract
Mathematical literacy is a crucial skill for students to participate successfully in a modern knowledge-based society. In Uzbekistan, various educational reforms have been initiated to improve the quality of primary mathematics education in line with international standards. Large-scale assessments such as PISA, TIMSS, and PIRLS provide valuable insights into students’ learning outcomes and inform policy directions. This paper analyzes Uzbekistan’s participation in these assessments, identifies key gaps in primary mathematics teaching and learning, and proposes evidence-based strategies to develop students’ mathematical thinking and functional literacy. The study emphasizes the importance of curriculum alignment, teacher capacity building, and context-sensitive pedagogical practices to enhance Uzbekistan’s position in global education rankings and foster 21st-century skills among young learners.
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