АНАЛІЗ ОНОВЛЕНИХ НАВЧАЛЬНИХ ПРОГРАМ З МАТЕМАТИКИ ДЛЯ УЧНІВ СТАРШОЇ ШКОЛИ ІЗРАЇЛЮ

Abstract

The article presents the results of the analysis of current trends in the development of mathematics education in Israel, in particular, a thorough analysis of the high school mathematics curriculum, the peculiarities of studying mathematics by students in grades 10-12 for different educational units. It is established that over the past thirty years, the Israeli mathematics curriculum has hardly changed. In connection with the results of the international PISA study in 2022, the mathematics programs were updated. The improved mathematics curricula for Israeli schools reflect the flexibility and dynamism inherent in modern society, as in addition to the traditional goals and content of the educational material, they contain basic conceptual provisions, requirements for the development of skills, didactic comments for teachers on the methodology of studying certain topics, organization of the educational process and assessment of students' achievements. The facts presented in the study show that the modern high school mathematics curriculum in Israel and Ukraine has significant differences in both the content of the educational material and approaches to teaching mathematics. The updated mathematics curriculum for students in grades 10-12 for levels 3, 4, and 5 has significant differences. Thus, at level 3, the rationale for studying mathematics in the educational document sets as the main goal to familiarize students with the role of mathematics in everyday life, science and technology, as well as to recognize mathematics as part of human culture, while at levels 4 and 5, the developers see the main goal of studying mathematics in the development of deductive thinking of students, understanding the need to prove statements; development of inductive thinking - hypothesizing, etc. The Israeli curriculum does not clearly establish the order of studying topics, and teachers are able to independently build the sequence of presentation of the material based on their pedagogical beliefs and educational contexts, and select appropriate textbooks. It is concluded that there are certain features of the Israeli education system that should be considered in order to use their individual principles in the Ukrainian education system: decentralization of educational process management, which allows schools to autonomously develop curricula and choose the content of educational materials, differentiation of high school education by three levels of educational units