A comparative study of centralized upper secondary school-leaving mathematics examination tasks in Poland and North Rhine-Westphalia with respect to problem solving, modelling, and reasoning competencies

A comparative study analyzed mathematics examination tasks from Poland (2005–2023) and North Rhine-Westphalia (2007–2023) to assess the representation of problem-solving, modeling, and reasoning competencies. Utilizing a competency framework by Niss and Højgaard, the research conducted a document analysis on a large dataset of examination tasks to identify and describe the distribution and evolution of these competencies and their levels within each educational system over time.

Why it matters

This research provides insights into how crucial mathematical competencies are integrated and assessed within national and regional educational examination systems. Understanding the emphasis on problem-solving, modeling, and reasoning is vital for evaluating the efficacy of curricula and pedagogical approaches in preparing students for complex challenges requiring these skills.

Key insights

• The study performed a comparative analysis of upper secondary mathematics examination tasks from Poland (570 tasks) and North Rhine-Westphalia (2,731 tasks).
• The analysis period spanned from 2005–2023 for Poland and 2007–2023 for North Rhine-Westphalia.
• Three core mathematical competencies were assessed: problem solving, modeling, and reasoning.
• The competency framework by Niss and Højgaard was used for the analysis.
• Competency levels within each examination system were also examined.
• The study aimed to identify the distribution and changes in these competencies over time within each system.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1891536