Transcript MATHEMATICS EDUCATION IN LITHUANIA

MATHEMATICS EDUCATION IN
LITHUANIA
Eugenijus Stankus (Vilnius University)
Albina Vilimiene (Education Development
Centre)
Tallinn, 2009-05-15
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Mathematics education has been changing and developing
in Lithuania as everything else for the last almost twenty
years of independence. The changes affected educational
programmes, attitude towards the subject of mathematics
itself, teaching methods etc.
We review the evolution of teaching mathematics in
Lithuanian secondary schools. We deal with changes of
educational programmes for mathematics of primary,
secondary and comprehensive levels, peculiarities of
system of external estimation of pupils’ achievements in
Lithuania and the textbooks of school are reviewed.
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Chronology of programmes for Lithuanian
Schools (1994-2008)
Year 1994 – Project of new general programme for
Lithuanian Schools;
Year 1997 – certified general programmes for Lithuanian
Schools, 1-10 grades;
Year 2002 – certified general programmes and the Standard
of Education for Lithuanian Schools, 11-12 grades;
Year 2003 – certified general programmes and the Standard
of Education for primary and comprehensive levels of
Lithuanian Schools.
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Challenges – rapid changes in social and economical life
of countries' and increasing possibilities of educational
innovations.
Governmental Acts which influenced renewal of general
educational programmes:
•Regulations of National education strategies 2003-2012
(Seimas of Republic of Lithuania, 4 July 2003, Nr. IX–
1700);
•Recommendation of Europarliament and Council of
competence of life-long learning (2006/962/EB);
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•National programme for years 2007-2015 of harmonious
Education development. (Decision of Government of
Republic of Lithuania, 2 October 2007, Nr. 1062).
•Data of International and National research of Achievement
of students –TIMSS, PIRLS, PISA, CIVIC (2003-2007);
• International experience (e.g. Finland, UK, Canada,
Australian, New Zealand, Poland and etc.);
• Proposals of gymnasium teachers, of Universities
teachers, of NGO, of politicians and other social partners.
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Educational programmes are created, updated and
implemented in Lithuania following these guidelines for the
education content:
• make the content of education develop general and essential
skills with special attention to training learning ability;
• deepen the individualization of learning regarding different
needs of pupils;
• strengthen the attainability of the education content seeking
the pupils to understand and apply with creativity what they
learn;
• balance the extent of the content of subjects excluding the
elements of the content that lost their relevance and including
new, relevant elements.
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Educational programmes for mathematics are influenced
by the evolution of Lithuanian society (it’s political,
economical, social, cultural and technological aspects),
achievements of pupils as reflected in the international and
national statistics, and the needs of higher education
institutions, pedagogic community and parents.
Regarding these regulations, general educational
programmes for primary and comprehensive levels have
been designed; they were approved by the Minister of
Education and Science of Lithuania on August 26, 2008,
and are now being actualized step by step.
Year 2008 – Educational programme for primary and
comprehensive levels (1-10 grades)
These programmes will be put into effect from September
1, 2009, for the grades 1, 3, 5, 7 and 9 of all Lithuanian
primary and secondary education schools.
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Ability
Knowledge
Attitude
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Knowledge. Mathematical facts obtained by students which
could be applied in various fields of mathematics and life.
Ability. Ability to learn mathematics and use mathematical
concepts and relations for simple practical problems and in
communication and collaboration.
Attitude. Understanding of historical development, influence
on modern science, practical importance and adaptability of
mathematics.
Competence is ability to succeed in achieving the goal in
some field which is based on knowledge, understanding,
abilities and attitude.
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Mathematical
Competence
Areas of activities
8. Knowledge
and
understanding
9. Math.
communication
10. Math.
thinking
11. Problem
solving
12. Ability to
learn and
interest in Math.
1.Numbers and
calculations
2. Expressions,
equations,
inequalities, systems
3. Relations and
functions
4. Geometry
5. Measures and
measurement
6. Statistics
7. Probability Theory
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The General Education Plan, confirmed by the Minister of
Education and Science, is released once in one or two
years. It defines national standard for minimal weekly
number of lessons.
Schools are allowed to increase that number.
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Number of weekly lessons
Grade
School
year
5
6
7
8
9
10
11B
12
A
2002-03
P
4-5
4-5
4-5
5
4-3
4-3
5
9
2003-05
P
4-5
4-5
4-5
4
4-3
4-3
5
9
2005-07
8
8
7
5
9
2007-08
8
8
7
6
9
2008-09
8
8
7
6
9
2009-10
8
8
7
6
9
P- specialised learning, A - extended level, B- comprehensive level.
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Currently the project of General educational programmes for
secondary level is being prepared. The project proposes two
elective courses: the general course of mathematics and the
extended course of mathematics (for all Lithuanian schools
that follow the compulsory education programme). Two
Lithuanian gymnasia (Vilnius Lyceum and Šiauliai Didždvaris
gymnasium) offer studying mathematics as a part of the
International Baccalaureate diploma programme.
The programme for grades 11-12 will constrict previous
mathematical content. The probability theory course is
intended to be constricted to only independent events.
Integration will be taught only by examples for elementary
functions. However, a new topic – basics of logic – will be
included and is welcomed by the IT teachers.
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We also consider the instruments for teaching and learning
mathematics – textbooks. The school textbooks of
mathematics are expected to reflect the whole content of the
general programmes, allow to differentiate and individualize
the learning process, be modern etc. Majority of contemporary
mathematical school textbooks include a set of material, e.g.
student’s textbook, teacher’s book, exercise-book, computer
program.
Manuscripts of textbooks are evaluated according to the official
general criteria. Below we see these criteria and the number of
alternative mathematical textbooks for each grade.
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Textbook evaluation
•accuracy of content;
•accuracy of concepts, theories, interpretations;
•validity of content;
•tolerance;
•conformity to programmes and standards;
•possibility to differentiate learning;
•validity of pedagogic system;
•possibility to use textbook on one’s own;
•diversity of visual material;
•the style of language;
•orientation to practical experience and the context of life;
•conformity to other textbooks in the field;
•design, quality of printing.
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There are two publishing houses in Lithuania which
publish mathematical school textbooks. The textbook
(often in a form of a manuscript) is evaluated by the Expert
Commission and with it’s approval textbooks are marked
by the certification “Recommended by the Ministry of
Education and Science of the Republic of Lithuania”.
Today students and teachers can by common agreement
choose a textbook from the valid list of textbooks.
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Grade
Number of alternative
books
Notes
1
3
2
3
3
3
4
3
5
4
1-Translated from German*
6
2
1- *
7
3
1- *
8
2
1- *
9
3
10
2
11
3
12
3–A
2–B
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Achievements of learning mathematics in Lithuanian
schools are estimated in two ways: by external estimation
(school exam, state exam) and by national research (for
grades 4, 6, 8, 10) and international research (PISA, TIMSS,
PIRLS).
External estimation and research
External estimation of
Mathematics achievements
Examination of achievements of
comprehensive level (optional
after grade 10) NEC
Researh of Mathematics
achievements
National
researh
(grades 4, 6, 8,
10) , EDC
International
researh
PISA, TIMSS,
PIRLS
NEC
Maturity exam
(optional after grade 12)
(school exam , state exam) NEC
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Participation in the National mathematics exam in 2002-2008
2008
Admitted
to exam
Did not
come
Number of
confirmed
works
2007
2006
2005
2004
2003
2002
13874 14808
16031
17980
17719
16546
14371
178
389
307
266
324
15653
17583
17410
16278
13978
199
188
13675 14618
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Characteristics of the task of the National maturity exam
2008
2007
2006
2005
2004
2003
2002
2001
Total
number
of
points
57
54
52
50
52
49
50
55
Min. for
passing
the
exam
13
7
11
9
8
7
7
12
Failed
the
exam
(in %)
9,8
17,7
13,8
20,2
13,5
16,6
7,5
8,0
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