Matemaatikapädevuse hindamine Eesti e-tasemetöödega. (Estonian)

Assessment of mathematical competence using the Estonian national e-tests. (English)

Since 2000, in assessing the mathematics learning outcomes, in addition to the content topics of mathematics, more attention has been paid to mathematical competence as something more general (Boesen, Lithner, & Palm, 2018). Devlin (2021) points out that such changes are very welcome, because the mathematical skills required in everyday life and in the mathematicians’ work have changed significantly. He believes that nowadays we need mathematical thinking rather than, for example, the ability to calculate quickly and correctly. Mathematical competence has been defined in the national curriculum of Estonian basic schools since 2002 (Põhikooli ja gümnaasiumi riiklik õppekava, 2002), and in the current version of the curriculum, it is part of general competence in mathematics, science and technology (Põhikooli riiklik õppekava, 2021). Assessment of mathematical competence is also a goal in national e-tests of mathematics. At the same time, the structure of e-tests is based on the subject-specific content topics (calculation, data and algebra, geometry, measurement). A similar approach to compiling e-test has continued to this day (e.g. 6. klassi matemaatika..., 2015; Jukk, Mikkor, Pihlap, & Täht, 2020). The level of conceptual and procedural knowledge and the application of concepts and procedures are assessed in different subject-specific content areas. However, such an approach raises the question of the extent to which mathematical competence has been systematically assessed as a general competence. To the authors’ knowledge, this has not been analysed before. Mathematical competence has been defined in various international frameworks (NCTM, 2000; OECD, 2000; TIMSS, 2015), but it was decided to base our study on the Mathematical Competency Research Framework (MCRF) developed by Lithner, Bergqvist, Bergqvist, Boesen, Palk and Palmberg (2010) in Sweden, which distinguishes between six sub-competencies of mathematical competence: Problem-solving ability, Reasoning ability, Applying procedures ability, Representation ability, Connection ability, and Communication ability. They largely overlap with the dimensions of mathematical competence in the PISA and TIMSS assessment frameworks but focus more on mathematical competence as a general competence. In addition, the MCRF framework describes three activities for each sub-competence that express its manifestation: interpret, do and use, and judge. [ABSTRACT FROM AUTHOR]

Eesti matemaatika e-tasemetööde eesmärk on hinnata matemaatika aineteemade õpitulemusi, aga ka matemaatikapädevust kui üldpädevust. Samas on töid koostades lähtutud ülesannete kategoriseerimisel aineteemadest ning puudub ülevaade, kuivõrd hästi võimaldavad e-tasemetööd hinnata matemaatikapädevuse kui üldpädevuse dimensioone. Siinses artiklis antakse ülevaade matemaatikapädevuse käsitustest ja analüüsitakse Eestis põhikooli II kooliastme matemaatika e-tasemetöid, lähtudes matemaatikapädevuse uurimisraamistikust. Tulemused näitasid, et 2020. aasta töös keskenduti kõigile kuuele alampädevusele, kõige enam protseduurilisele pädevusele ja kõige vähem arutluspädevusele. Varasemates töödes on aga osa alampädevusi jäänud hindamata. Samuti ilmnes, et vähe on tähelepanu hinnangu andmisel ning rohkem tõlgendamisel ja pädevuste kasutamisel. Uuringu tulemused aitavad avada matemaatikapädevust kui üldpädevust ning toetada pädevuse hindamist nii tasemetöödes kui ka õpetajate igapäevatöös. [ABSTRACT FROM AUTHOR]

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