In English O’zbek tilida

Mainstreaming (in special needs education) The integration of learners with special needs into general educational settings or regular schools, ideally facilitated by appropriate curriculum and infrastructure adjustments and by the provision of specially trained staff.
	Mathematical literacy Within the framework of the OECD Programme for International Student Assessment (PISA), mathematical literacy is defined as an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen. Mathematical literacy is concerned with the ability of students to analyse, reason, and communicate ideas effectively as they pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations. (Source: OECD 2009). See also ‘PISA’.
	Meaningful learning Unlike rote learning, it is a process leading to the development of conceptual networks (i.e. concept mapping) that can be applied in different situations, 41 supporting creativity and problem solving. According to constructivist views, it also refers to learning that makes sense to students as it is connected to their personal experience and is practically oriented. See also ‘Concept map’.
	Mentoring A relationship between a less experienced individual and a more experienced individual known as a mentor) through which the mentor facilitates and supports learning. It can involve a one-on-one relationship or a network of multiple mentors. The network can contain peers, ‘step-ahead’ peers, or supervisors. Psychosocial mentoring involves mentor roles such as counsellor or friend, and career-related mentoring involves mentor roles such as coach or sponsor. Each structure of mentoring may be better suited to support