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<p>In Germany, not only the basic conditions for teaching mathematics, but also its content and technical requirements have changed significantly since the political change in 1989–1990. These curriculum and teaching changes took place—at least in part—very differently in the eastern and western German states. The more recent changes, which include the introduction of a&#xa0;central Abitur and the establishment of a&#xa0;common pool of tasks for the Abitur examination, aim to standardize the requirements and make final grades comparable. Nevertheless, a&#xa0;large number of empirical studies show that learners in upper secondary school still show deficits in the area of scientific propaedeutics and that their performance varies greatly from federal state to federal state. Since scientific propaedeutics education should focus on teaching various forms of mathematical argumentation, the question arises to what extent the central Abitur examination faces learners in federal states with different educational policy backgrounds with uniform requirements or to what extent the integration of pool tasks into the Abitur examination contributes to standardizing those requirements.To answer this question, this paper analyzes Abitur examination tasks from 1981–2023 from the perspective of justification. For this purpose, the federal states of Thuringia and Bavaria were selected, both are states with a&#xa0;permanent centrally organized, structurally similar Abitur examination, but with a&#xa0;different education policy background. On the one hand, the findings show fluctuations over time, that can be linked to educational policy decisions in the federal states under investigation. On the other hand, there is a&#xa0;clear shift in emphasis from formal, deductive proof to lower levels of argumentation in both the regions examined. Overall, it can be stated that the requirements in central Abitur examinations cannot be assessed without considering the respective educational policy situation and are not per se the same in two different federal states. The study also showed that the use of the common task pool in the federal states under investigation is attended by the quantitative and qualitative alignment of requirements related to argumentation.</p>

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Zum Wandel des Stellenwertes von Argumentieren in Abiturprüfungen im Fach Mathematik in Thüringen und Bayern

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  • 发表日期：

    2025年7月10日

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  • Kinga Szücs

摘要

In Germany, not only the basic conditions for teaching mathematics, but also its content and technical requirements have changed significantly since the political change in 1989–1990. These curriculum and teaching changes took place—at least in part—very differently in the eastern and western German states. The more recent changes, which include the introduction of a central Abitur and the establishment of a common pool of tasks for the Abitur examination, aim to standardize the requirements and make final grades comparable. Nevertheless, a large number of empirical studies show that learners in upper secondary school still show deficits in the area of scientific propaedeutics and that their performance varies greatly from federal state to federal state. Since scientific propaedeutics education should focus on teaching various forms of mathematical argumentation, the question arises to what extent the central Abitur examination faces learners in federal states with different educational policy backgrounds with uniform requirements or to what extent the integration of pool tasks into the Abitur examination contributes to standardizing those requirements.To answer this question, this paper analyzes Abitur examination tasks from 1981–2023 from the perspective of justification. For this purpose, the federal states of Thuringia and Bavaria were selected, both are states with a permanent centrally organized, structurally similar Abitur examination, but with a different education policy background. On the one hand, the findings show fluctuations over time, that can be linked to educational policy decisions in the federal states under investigation. On the other hand, there is a clear shift in emphasis from formal, deductive proof to lower levels of argumentation in both the regions examined. Overall, it can be stated that the requirements in central Abitur examinations cannot be assessed without considering the respective educational policy situation and are not per se the same in two different federal states. The study also showed that the use of the common task pool in the federal states under investigation is attended by the quantitative and qualitative alignment of requirements related to argumentation.