Educational issues, Vol. 6 No. 2, 2023.
Review article
https://doi.org/10.53577/oot.6.2.3
The demands of contemporary mathematics education and the avoidance of teacher liability
Alma Bešić
Abstract
Taking into account the increasingly poor results that secondary school students show on math tests, we can determine that the trend of low results is increasing year by year. Initial, as well as other standardized tests and tests of knowledge in mathematics, show that an extremely high percentage of secondary school students, which includes those attending secondary school programmes in which success in mathematics is important for future education, do not have basic mathematical knowledge. The aim of this paper is to analyse the issue of the lack of mathematical knowledge, skills, and abilities among secondary school students in Bosnia and Herzegovina, as well as how this problem is increasingly “masked” by grades in educational institutions, which are often an unobjective rather than a realistic indicator of their achievements. Teachers, who have responsibilities in the context of creating a creative teaching environment, increasingly choose an approach based on avoiding responsibility for the success of their students. This avoidance usually manifested in the manner in which homework assignments are assessed, tacit permission to copy written knowledge tests, or in the requirements of organising classes in accordance with the existing curriculum. By finding a way to evaluate the academic dishonesty of students, teachers violate the values and ideals of the educational profession and act contrary to deontology and pedagogical ethics.
Keywords
academic integrity; grading; mathematical knowledge
Hrčak ID:
312083
URI
Publication date:
22.12.2023.
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