Izvleček
Poklicna matura iz matematike je sestavljena iz pisnega dela v obsegu 70 % in ustnega dela v obsegu 30 %. Za vse programe je ustni del poklicne mature iz matematike dosegel večje spremembe od leta 2012. Učitelji srednjih šol smo dobili nalogo, da moramo sestaviti 35 situacij (v povezavi z vsakdanjim življenjem ali v povezavi s stroko). Nekateri učitelji so si med seboj pomagali, nekateri so pomoč poiskali na seminarju Poklicna matura, nekateri pa so si pomagali tudi s knjigo Zbirka situacij z rešitvami za ustni izpit iz matematike na poklicni maturi. So pa tudi učitelji, ki so ubrali najtežjo pot, samostojno so začeli sestavljati situacije. Ta je učiteljem vzela veliko časa in težko je bilo zajeti vse vsebine po učnem načrtu.
Prehod na novi način izvajanja ustnega dela poklicne mature je za dijake lažji. Dijaki menijo, da se na ta način ni treba učiti teorije na pamet, ampak morajo boljše razumeti matematične vsebine, so bolj motivirani za učenje, bolj zaupajo v svoje matematično znanje, matematika je postala še bolj zanimiva in imajo večjo željo do učenja.
Abstract
Situations on the Oral Examination at the Vocational Matura
The vocational matura in mathematics consists of the written examination, comprising 70%, and the oral
examination, comprising 30%. The oral examination at the vocational matura in mathematics has been changed considerably since 2012 in all programmes. Secondary school teachers have been tasked with preparing 35 situations (connected with everyday life or the profession). Some teachers helped each other, some looked for help at the “Vocational Matura” seminar, while others made use of the book Zbirka situacij z rešitvami za ustni izpit iz matematike na poklicni maturi [Collection of Situations with Solutions for the Oral Examination in Mathematics at the Vocational Matura]. However, some teachers took the hardest path and began to create situations by themselves. Preparing the situations took up much of the teachers’ time and it was diffi cult to capture all the curriculum contents.
The transition to the new way of implementing the oral examination at the vocational matura is easier for secondary school students. The students feel that the new way does not require memorizing the theory but instead requires a better understanding of mathematical contents; they are more motivated to learn, have greater confi dence in their mathematical knowledge, have become more interested in mathematics, and are more eager to learn.