The authors examine the theoretical and practice-oriented foundations for the development of functional mathematical literacy in primary school students within the framework of contemporary educational trends and current requirements for primary education. The study employed a range of theoretical research methods, including analysis, synthesis, generalization, comparison, and interpretation of empirical and conceptual data. The article elucidates the concepts of “functional literacy” and “functional mathematical literacy.” It is emphasized that functional literacy does not imply the acquisition of new knowledge per se; rather, it encompasses a set of competencies—namely, a learner’s readiness and ability to solve problems, to act on the basis of life experience and previously acquired knowledge, to generalize, synthesize, integrate, and transfer knowledge, skills, and abilities to diverse real-life problem situations, as well as a disposition toward self-directed learning.

Mathematical literacy enables students to recognize the practical dimension of mathematics as a school subject and to apply it effectively in specific real-world contexts. The mathematical component serves as a foundation for the development of rational and critical thinking, information-processing skills in the course of problem solving, the capacity to make well-reasoned decisions, and the ability to maintain a coherent and substantiated position.

The article describes various instructional tools for fostering functional mathematical literacy in primary education, including situational tasks based on authentic real-life contexts drawn from students’ lived experiences, digital training platforms, and project-based learning activities. The authors conclude that the study provides a comprehensive analysis of the formation of functional mathematical literacy in primary school students, offering practical examples and pedagogical recommendations for effective implementation in the educational process.