Exams in Mathematics (secondary school) — Russian Experience: Traditions, Changes, Difficulties

Abstract

Written exams often seem to be outside the main stream of the international research. Although there are some papers devoted to the analysis of exams in different countries (e.g. Dossey, 1996), the examination tasks are usually considered (and rightly so!) to be ill-suited for the international comparison of results in the observed countries, for they are obviously too deeply rooted in the respective cultures. Moreover, written exams are often the subject of critique even within national borders, being viewed as the archaic tool for the measurement of abilities (Clarke, 1996). However the exams’ connection with the national history of education and with the social history turns to be a positive rather than negative feature as soon as we change our focus and opt for the study of processes and experiences rather than the comparison of results.