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… Show more
“…Regarding the quantitative results, recent studies have also documented the academic problems that has been caused by the COVID-19 restrictions in classrooms [61,62]. Studies around the world refer to a decrease in students' mathematics achievement due to the pandemic with similar decreases in students' achievement to those reported in this research [63][64][65][66]. In this sense, many researchers in the field state that the in-person support prior to COVID-19 without restrictions produced higher achievement results than the online solutions or in-person adaptations that are currently taking place [67,68].…”
COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.
“…Regarding the quantitative results, recent studies have also documented the academic problems that has been caused by the COVID-19 restrictions in classrooms [61,62]. Studies around the world refer to a decrease in students' mathematics achievement due to the pandemic with similar decreases in students' achievement to those reported in this research [63][64][65][66]. In this sense, many researchers in the field state that the in-person support prior to COVID-19 without restrictions produced higher achievement results than the online solutions or in-person adaptations that are currently taking place [67,68].…”
COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.
“…The effect of the COVID-19 pandemic was more significant in Poland than in other countries because digital competencies were not given a high priority [37]. Finally, Csapodi and Hoffmann measured the changes in the mathematics core curriculum in Hungarian schools [38]. Their work centered on the new National Core Curriculum, which became a reality in September 2020, and more specifically, the effect of the pandemic on mathematics [38].…”
Section: Discussionmentioning
confidence: 99%
“…Finally, Csapodi and Hoffmann measured the changes in the mathematics core curriculum in Hungarian schools [38]. Their work centered on the new National Core Curriculum, which became a reality in September 2020, and more specifically, the effect of the pandemic on mathematics [38]. Fundamentally, the COVID-19 pandemic changed the world, but it has provided an opportunity to reevaluate and rethink the best way to educate our learners.…”
Section: Discussionmentioning
confidence: 99%
“…Fundamentally, the COVID-19 pandemic changed the world, but it has provided an opportunity to reevaluate and rethink the best way to educate our learners. Ultimately, one recommendation from this analysis was to improve the matriculation examination by using a complex essay task in these fields of mathematics [38].…”
The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to adapt our teaching styles and modalities to keep all stakeholders (students, faculty, teaching assistants, and staff) safe in lectures and labs. This viewpoint presents 15 teaching lessons and tips for undergraduate and graduate STEMM (Science, Technology, Engineering, Mathematics, and Medicine) education for face-to-face, hybrid, and distance learning. The goal was to describe teaching strategies that could be adaptable to most STEMM courses, independent of the classroom size, which is valuable for those educational settings capable of migrating from a classroom to either a hybrid or strictly online teaching environment. Although some of these teaching tips were straightforward, we believe collectively that they (1) provide safety and stability to the students and the instructors; (2) help to improve communications between faculty and students that the pandemic had strained; (3) strengthen student attention; (4) facilitate the transition from the classroom to online teaching; (5) enable the use of new technologies; and (6) offer teaching practices we imagined for educational scenarios post-SARS-CoV-2. Finally, we hope these teaching strategies offer valuable insight as we continue to navigate STEMM education during the ongoing COVID-19 pandemic.
“…El enfoque propuesto en donde se consideran tres modelos, permite que se adquieran conocimientos fundamentales procedimentales y de proyecto; además se pueden plantear para extensión a otros tipos de conocimiento. En la educación superior, las profesiones de salud son las que se encuentran con mayor experiencia utilizando el enfoque de la EBC, con el objetivo de preparar a los médicos entre otros profesionales para la práctica diaria, para solucionar los problemas y necesidades de los pacientes y de la población según un análisis realizado de manera previa (Mantilla et al, 2021) Con respecto a los cambios en el modelo formativo planteado debe diferenciarse los cambios curriculares de la materia en cuestión, para las diferentes carreras profesionales y para la carrera profesional de matemáticas, pero estos cambios han creado la necesidad de cambios curriculares desde la educación secundaria; como se hace mención en Hungría que se relacionan a la necesidad de que los contenidos sean dominados por una mayor cantidad de personas en un menor tiempo (Csapodi y Hoffmann, 2021). Filipinas realizó cambios en su proceso educativo desde la educación secundaria en relación a la efectividad a escalas internacionales de las tendencias en matemáticas y ciencias, considerando la necesidad de cambios de manera continua en el plan de estudios con la finalidad de abordar las brechas que se encuentran en el país en relación a las referencias internacionales (Balagtas et al, 2019) En Dinamarca como en otros países europeos con la declaración de Bolonia se intentaron unificar los estándares educativos, y en relación a la educación de las matemáticas en las últimas décadas se han realizado modificaciones, con la finalidad de hacer las matemáticas más prácticas para su uso en la vida cotidiana, con cambios en diferentes niveles educativos, motivo por el que existe la necesidad de la planificación o toma de decisiones y la selección de los métodos de la enseñanza más apropiados, considerando como punto de partida la necesidad de aprendizaje que ellos tienen y lo que deben hacer (Højgaard y Sølberg, 2019).…”
En Perú, la expansión universitaria de 5 a más de 140 instituciones para 2017 no garantizó mejor calidad educativa; muchas universidades privadas mostraron menor calidad. En respuesta, desde 2014 se impulsaron reformas con la Ley Universitaria, priorizando políticas de ciencia y tecnología para elevar estándares académicos. Por ello, se analizó la pertinencia del modelo educativo en competencias para la carrera profesional de matemáticas; bajo una revisión sistemática de estudios con vigencia de hasta 7 años de bases de datos como ERIC, SCOPUS, Web of Science (WOS), Scielo, Dialnet; la ecuación de búsqueda fue Competency Based Education” and “Curriculum development” and “Mathematics” en inglés y español, usando el operador booleano AND. Los resultados de búsquedas arrojaron 169 búsquedas en total previo a criterios quedando seleccionada 20 fuentes complementar el análisis. Se concluyó que el modelo formativo por competencias es adecuado para la carrera profesional de matemática, con la necesidad de continuar realizando propuestas e investigaciones.
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