Preliminary communication
https://doi.org/10.21464/mo.28.1.12
Upper-secondary teachers’ perceptions of the Matura exam in mathematics
Amanda Glavaš
orcid.org/0000-0003-3239-7949
; Faculty of Humanities and Social Sciences, Josip Juraj Strossmayer University of Osijek, Croatia
Ljerka Jukić Matić
orcid.org/0000-0002-8947-6333
; Department of Mathematics, Josip Juraj Strossmayer University of Osijek, Croatia
Sara Prša
orcid.org/0000-0002-1526-4805
; Strojarska i tehnička škola, Osijek, Croatia
Abstract
This paper reports a study on mathematics teachers’ perceptions of the Matura mathematics exam in Croatia. The study focuses on the suitability of mathematics school textbooks for students’ preparation for the exams, the complexity of the tasks in the exams, the grading and scoring of the exams, and teachers’ level of satisfaction with student achievement. The study used a convenience sampling method. It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers. The findings showed that teachers do not perceive school textbooks as suitable resources to prepare for the higher level exam. Furthermore, the teachers believe that the test length is not appropriate i.e., the time given to students for the higher level exam is insufficient. On average they are satisfied with their students’ results, but are undecided about the criteria and scoring of the Matura. Vocational school teachers showed more dissatisfaction with the requirements and outcomes of the Matura exam compared to grammar school teachers. The results of this empirical study can be taken as a good starting point for re-assessing the requirements of the Matura exam in mathematics.
Keywords
Matura exam; mathematics teacher; teacher attitudes; textbooks; school-leaving examination in mathematics
Hrčak ID:
260370
URI
Publication date:
14.7.2021.
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