Didactic support for developing functional mathematical literacy in humanities students: a theoretical analysis

the paper provides a theoretical justification of the concept of functional mathematical literacy (FML) as applied to humanities students in higher education. The aim of the study is to clarify the definition and component structure of FML, to identify criteria and observable indicators of its formation, and to outline the principles of didactic support that ensure its purposeful development at the university level. The objectives include analyzing national approaches, operationalizing FML for the humanities profile, formulating criteria and indicators with a level-based gradation, aligning them with types of learning tasks and forms of work, and delineating conditions of applicability and limitations. Methodologically, the study is carried out in the logic of a targeted review and conceptual analysis. As a result, an operational definition of FML is proposed; a four-component structure is described (contextual, cognitive, operational, and communicative components); criteria with observable indicators and three-level descriptors are formulated; principles of didactic support and a minimum set of tasks are outlined, requiring data interpretation, reasoned presentation of results, and appropriate use of digital tools. The practical significance lies in the applicability of the theoretical framework in designing course syllabi, developing assessment tools and diagnostics, creating e-learning courses and materials for independent work, as well as in professional development programs for university teachers.

functional mathematical literacy, higher education, didactic support, component structure, information and communication technologies, data visualization