Adolescents’ mathematical competence formation influencing factors

Mathematical competence has been identified worldwide as one of the key competences for personal fulfilment, social and economic inclusion in the knowledge society of the 21st century. Most European countries, including Latvia, are transforming their education systems, so it is very important to have a valid understanding of adolescents’ mathematical competence, yet it is not defined. Some of the discovered factors that influence this competence are currently neglected in terms of education reforms, so this article is timely, urging to think over the essential accents of the change. The article also questions the previous experience of transforming mathematics teaching – reviewing current national policies for developing the key competences for lifelong learning. Many countries, including Latvia, have come across a disproportion of substantial investments into teaching mathematics and, despite this, low pupil performance. The aim of the article is to determine factors of the formation process of the pupils’ mathematical competence. To explore it, during the study the most popular approaches on defining mathematical competence have been compared. These approaches have many differences, but also five closely related factors. Firstly, it is the way of teaching and learning. Some researchers believe, the style of teachers’ work, views and personality traits are most crucial. Secondly, learning materials, including textbooks and online resources encouraging the pupils to work more independently. The third factor to be discussed in the article is the pupils’ individual characteristics: motivation, attitude, persistence, values. Speaking of persistence, it is believed to be more important than being talented. Next factor is the learning environment, both at school and beyond it: at home, on a trip, while shopping. Despite the fact that mathematical competence is not normally measured in these everyday situations, it is gained through these practical activities. Finally, the society brings many stereotypes and influences views on mathematics as too hard or boring to go deep in it. All these (and other) factors can be turned to support formation of mathematical competence, instead of blocking it. The article will reveal how these factors are linked and how they are helpful.