CURRENT TRENDS IN THE DEVELOPMENT OF MATHEMATICAL EDUCATION IN ISRAEL

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Abstract

The article presents the results of the analysis of current trends in the mathematics education development in Israel. In particular, a detailed analysis of school mathematics programs for schools of different levels (primary, secondary and high), and the peculiarities of working with mathematical gifted students were conducted. It has been established that the Israeli mathematics curriculum has hardly changed over the past thirty years. According to 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 mathematics curriculum for secondary and high school in Israel and Ukraine has significant differences in both the content of the educational material and approaches to teaching mathematics. In grades 7-9 in Israel, unlike in Ukraine, an integrated mathematics course is taught without dividing it into algebra and geometry, and includes three sections: numerical, algebraic, and geometric. The Israeli curriculum does not clearly set out the order in which topics are taught. Teachers are free to build a sequence of material based on their pedagogical beliefs and educational contexts, and to select appropriate textbooks. We conclude that there are certain features of the Israeli education system that should be considered in order to use their individual components in the Ukrainian education system. These are decentralization of educational process management, which allows schools to autonomously develop curricula and choose the content of educational materials, and differentiation of education in high school by three levels of educational units.