ETHNOCULTURAL COMPONENT IN TEACHING MATHEMATICS IN SECONDARY VOCATIONAL EDUCATION: TASKS BASED ON FOLK CRAFTS AND TRADITIONAL LENGTH MEASURES

Abstract

The article addresses the gap between the abstract content of mathematical training in secondary vocational education and the cultural experience of students. The aim of the work is to substantiate and develop a methodological system of mathematical tasks that integrate ethnocultural content through an appeal to folk crafts and traditional length measures. The study is designed as a theoretical work with elements of applied development: based on an analysis of eleven recent publications, normative documents, and ethnographic material, a typology of tasks has been constructed, comprising nine types that differ in the nature of cultural material and the level of cognitive activity (reproductive, productive, creative). It is shown that traditional length measures (vershok, pyad, lokot, arshin, sazhen, as well as the Kyrgyz eli, sөөm, karysh, kulach, attam) and the technologies of folk crafts (weaving, pottery, blacksmithing and carpentry, embroidery) possess significant didactic potential for the formation of general competencies, meta-subject and personal results. Six pedagogical conditions for the effective use of such tasks are substantiated: systematicity, variability, visualization, professional orientation, dialogicity, and special teacher training. Examples of ten tasks for various sections of the mathematics course in secondary vocational education are provided. The scientific novelty lies in the fact that for the first time a holistic methodological system of ethnocultural tasks for secondary vocational education has been proposed, their typology has been developed, and application conditions have been defined. The research materials are addressed to mathematics teachers, methodologists, textbook developers, and organizers of professional development.