Abstract
The new National Core Curriculum came into force in September 2020 in Hungarian schools. The COVID-19 pandemic has had a deep impact on the final stages of its development. In this paper we have selected two areas for analysis: the fundamental principles of mathematics curriculum and the matriculation exam in mathematics. We propose improvements in both fields, further emphasizing the importance of skills in displaying, understanding and processing information, including visual information obtained as a source or outcome of a problem. We argue that representation, interpretation, and critical evaluation of data and information must be essential parts of the mathematics curriculum. In this context, we also propose a new type of task for the matriculation exam: a complex essay task. The ultimate goal is the development of cross-cutting competencies to support students to become citizens who can make responsible decisions based on the data and knowledge available.
Highlights
We selected two well-defined and questionrelevant areas for our analysis: the mathematics curriculum and the matriculation exam in mathematics. (By matriculation exam—in other words Abitur, matura, baccalaureate, exit examination, final exam—we mean an exam that is organised for those who leave secondary school at the age of 18 or 19.) In this chapter after a brief general overview, we will carry out an analysis of the situation in Hungary in these two areas in order to provide a sufficient basis for our related proposals for the post-COVID-19 period
The difference between the results of the two international measurements can be explained by the fact that the subject of TIMSS is closer to Hungarian mathematics teaching traditions: it places more emphasis on measuring mathematical knowledge than on applying it, which is at the heart of PISA
In the former chapter, we have reviewed the current situation in Hungary from the point of view of the mathematics curriculum and the matriculation exam, both of which have a great impact on school education
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. 11 March, the number of confirmed infections increased to 13 On this very day, the government ordered an emergency situation: restrictions were imposed, and the closure of universities, sporting events, and larger community events was ordered. We see that the mathematical correctness and interpretation of the news is a clear challenge for society and for education [2], especially in the so-called post-truth era [3]. This especially holds for graph interpretation, the classical representation method of COVID-19 data (for a survey, see [4]).
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