INTEGRATION OF INTERNATIONAL PISA CRITERIA IN ASSESSING MATHEMATICAL LITERACY INTO THE UZBEKISTAN EDUCATION SYSTEM

This article examines the integration of international PISA criteria into Uzbekistan’s educational system for assessing students’ mathematical literacy. The study explores curriculum content, assessment principles, and factors influencing the development of students’ competencies. Experience with PISA-style tasks demonstrates significant improvement in analytical thinking, the ability to apply mathematical concepts in real-life contexts, and the use of effective problem-solving strategies. The findings indicate that teacher training and accurate interpretation of assessment rubrics are essential for the successful implementation of the PISA approach.