POSSIBILITIES AND CONDITIONS FOR THE EFFECTIVE USE OF ACTIVE LEARNING METHODS FOR THE DEVELOPMENT OF MATHEMATICAL LITERACY IN THE PISA AND SAT FORMATS

This article examines the potential and pedagogical conditions for the effective use of active learning methods (problem-based learning, project-based learning, case studies, research activities, group strategies, cognitive activation, etc.) to develop students' mathematical literacy in the context of the international PISA and SAT assessments. Mathematical literacy within the PISA framework is defined as an individual's ability to formulate, apply, and interpret mathematics in a variety of real-world contexts, including mathematical reasoning, problem solving through modeling, and the integration of 21st-century skills (critical thinking, creativity, communication, reflection).