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The Impact on the Mathematics Curriculum for Grades 7–9 in the Competency-Based Approach in the Learning Process in Latvia

Maruta Avotiņa, Elīna Buliņa, Guna Brenda Pogule, Agnese Zīlīte
Faculty of Physics, Mathematics and Optometry of the University of Latvia, Latvia

Abstract. From the school year 2020/2021 in Latvia has been introduced a new basic education standard as well as competency-based learning.
The aim of the article is to describe the main changes in the mathematics curriculum for Grades 7–9. The method used in this article is document analysis as documentary research. We also describe pupils’ results in Latvian Regional Olympiad 2022 problems that are related to school topics.
The changes in the standard make some significant changes to the mathematics subject curriculum as well as focus on different teaching methods. Compared to the previous mathematics standard, some topics have been reordered and some have been moved to the secondary school. The correct use of mathematical language and use of different problem-solving strategies play an important role in the current teaching process. Understanding a mathematical concept or quantity is primary to practising calculating the numerical value of that quantity, which is necessary but secondary. In the past, more emphasis was placed on exercises and solving tasks according to a given algorithm.
As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.

Keywords: competency-based education, education system in Latvia, mathematics for Grade 7–9, mathematics olympiad, basic education standard, mathematics curriculum

In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
ISBN 978-9934-18-911-1