Az új Nemzeti alaptanterv bevezetésének hatásai a BME GTK-s gólyák matematika szintfelmérő eredményeinek tükrében

Ottilia Fülöp; Szilvia Béla

doi:10.3311/ope.40556

Authors

Ottilia Fülöp

Affiliation

Ottilia Fülöp is associate professor at the Department of Analysis and Operations Research of the Institute of Mathematics, Budapest University of Technology and Economics. In the last two decades, she has been continuously involved in improving and modernizing teaching mathematics in higher education. Being the co-author of various interactive electronic Neptun lecture notes, her aim is to develop e-learning materials for BME students with modern methodological options and to provide student-friendly mathematics education. Her research interests include interactive mathematics education, combinatorial optimization, graph theory, networks, chirality and graph theoretical applications in chemistry.
Szilvia Béla

Affiliation

Szilvia Béla has been working as an assistant professor at the Algebra and Geometry Department, Institute of Mathematics, at the Budapest University of Technology and Economics since 2012. Her main teaching duties include teaching and developing the mathematical education of first-year engineering and economics students in Hungarian and German. Her main research area is computational geometry, focusing on the development of symbolic and numeric methods for CAGD systems.

Abstract

Due to the significant changes in the Hungarian National Core Curriculum introduced in the previous years and the modified requirements of the 2024 mathematics graduation exam, the mathematical knowledge and learning abilities of the first-year students entering the Faculty of Economics at BUTE have changed significantly. Our aim was to investigate these changes through an assessment test requiring only high school level mathematics knowledge, in which 395 of our students participated in the autumn semester of 2024/25. After a thorough review of the fundamentals and the discussion of introductory concepts at the beginning of the semester, the test was written only in the 10th week of the semester, so that we could also measure the impact of the first weeks of the Mathematics A1a course. Our paper provides a detailed analysis of the results of the assessment test, and through them highlights some important deficiencies in the attained competencies and learning techniques of the students. Summarizing the experiences from the past semester we describe the compromises we introduced to facilitate the students’ preparation process for the midterm mathematics tests and exam. Finally, we make some suggestions on how to improve the mathematical education of the first-year economic students to help them to continue their studies with more self-confidence and advanced mathematical knowledge.