Geodesic
Changes in mathematical competencies in central examinations? - A longitudinal study of the Polish A-level examination in mathematics
Didactica Mathematicae, Tome 45 (2023), pp. 53-88.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

This study examines the longitudinal change in competency-related requirements anchored in examination tasks of the Polish A-level (examination type: basic level) in three periods (2005-2009, N=91; 2010-2014, N=171; 2015-2019, N=171). The competencies examined include modeling, argumentation and problem solving, which were operationalized on a four-point scale for the purpose of analysis. It can be seen that the examination tasks used from 2010 onwards only demand the three competencies in an unbalanced manner. Examination tasks with reference to the real world, which generate the demand for modeling, are at best a selective component of the examination from this point onwards. In contrast, both argumentation and problem solving show only minor fluctuations across all three periods. In addition, the examination tasks are distributed relatively evenly across the competency levels of problem solving, so that a broad spectrum of specific requirements is covered here.
DOI : 10.14708/dm.v45i0.7287
Mots-clés : Task analysis - Mathematical competencies - Central examinations - Cognitive processes 
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Bruno Scheja. Changes in mathematical competencies in central examinations? - A longitudinal study of the Polish A-level examination in mathematics. Didactica Mathematicae, Tome 45 (2023), pp.  53-88. doi : 10.14708/dm.v45i0.7287. http://geodesic.mathdoc.fr/articles/10.14708/dm.v45i0.7287/

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