Transversal skills in mathematics curriculums of Latvian secondary education: 1940-2020
Lama, G., University of Latvia, Riga (Latvia) | Andersone, R., University of Latvia, Riga (Latvia)
Digital technologies are rapidly changing our daily lives and work environment, encouraging the review of current curriculums in schools. The implementation of the new curriculum in Latvian schools begins on September 1st, 2020. As transversal skills as a term are included for the first time, teachers feel confused regarding the inclusion of such skills in the learning process and the implementation of experience in practice in the new context, simultaneously raising doubts about their professional capacity in practice; teachers are guided by the requirements of the curriculum. The study focuses on the analysis of 11 secondary school mathematics curriculums, using document analysis. The aim of the research is to analyse transversal skills and their development in secondary school mathematics curriculums, by analysing various mathematics curriculums in Latvia from 1940 to 2020. It is essential to accentuate the importance of transversal skills and content that has assisted in the development of transversal skills in earlier teaching practice, to aid teachers in choosing methods and activities that are applicable, as well as necessary changes to achieve new education goals. The research results indicate that transversal skills have been essential in previous mathematics curriculums. The most important transversal skills that have been highlighted in all analysed curriculums are thinking skills, skills that are necessary for individual work and career skills. The new challenges are related to transversal skills that are required for civic activity, the use of different learning methods and lifelong learning.
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