In many countries, the attendance form of education was interrupted during quarantine in the spring of 2020 and replaced by some form of distance education. The COVID-19 pandemic has thus tested the preparedness of schools, teachers and educational systems in general to provide various forms of distance education. This paper briefly describes the situation in mathematics teaching in lower and upper secondary schools during the spring quarantine in Slovakia. We focus on the initial reactions and early experience of mathematics teachers. They have used different applications, software and methods in teaching mathematics during this time. Our goal is not to evaluate whether the teachers managed it or not, but what and how they had to do so that the educational process in mathematics would not be interrupted.
The notion of the almost everywhere equality of observables is introduced. The limit of Cesaro means is an invariant observable with respect to this notion.
The article is focused on monitoring the level of statistical literacy of 9th grade students at lower secondary schools in the Slovak Republic. The results of several years testing of students were used for this purpose. During the reporting period, more than 50 000 pupils from all over Slovakia participated in the testing. In addition to quantitative data analysis, attention is also paid to qualitative analysis of the problems in the field of statistics that were difficult for students. The article presents a part of the results of the research focused on the analysis of critical points in school mathematics.
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