I could write down why I know what I know and all

But you did not. Is it some kind of a secret source? You must be kidding. There are hundreds reports readily available that you could actually use in your arguments. But you did not. You prefer "Trust me I know better" approach.

You consequently refuse to understand that you are talking about something else and I'm talking about something else.

Those maths Olympiads in no way reflect state of the Polish education.

Not really; there is a direct relationship between the two. Any schooI capable to dealing with good students is obviously blessed with good teachers, who might be also able to deal with poorer students, thus raising the overall level in a class.

I am going to ignore your personal - off topic - statements.

It looks like you are a lost cause and you will not be interested in my conclusive selection that follows, coming from a report on educational system in Poland, and specifically on mathematics. But others might like it:

**A report on state of education - 2010**eduentuzjasci.pl/pl/raport-o-stanie-edukacji-2010.html?showall=&start=1

Chapter IX deals with state of mathematics.

**Mathematics under the magnifying class**eduentuzjasci.pl/images/stories/badania/rose/r09.pdf

...

**9.4. Mathematical skills of the student graduates during matura exam in 2010 - checked at the various educational thresholds****9.4.4 Conclusions** (page 317)

These analyzes allow to put forward the following hypotheses:

1. Both the senior high school students, as well as the secondary technical school students, have mastered well the skills learned in the junior high school.

The influence of knowledge gained in the junior high school on the outcome of the matura exam is much higher for the senior technical schools students than for the high schools students.

2. Students achieve very good results in typical problems where standard procedures can be applied.

3. Students who start their education in the secondary technical schools have great intellectual potential, which is, however, not recognized and properly utilized. These students generally do not develop optimally their mathematical skills and abilities.

4. A group of students taking the matura exam at the advanced level, with the previous external tests taken at the grade six and at the end of the junior high schools, achieves significantly better results in math than any other school graduates.

...

**9.6. Mathematical and didactic competence of students - future teachers of early childhood education and of mathematics**Table 9.13. The average scores of students in mathematics and didactics, including the levels at which they can teach

[500 points is set at the international median]

A. Prospective

**teachers of early education** (in Poland: students of Pedagogics)

(mathematics: (535 Russia) (512 Switzerland) (501 Germany) (

**456 Poland**) (345 Georgia))

(didactics: (519 Switherland) (512 Russia) (491 Germany) (

**452 Poland**) (345 Georgia))

B. Prospective

**primary school teachers** specializing in mathematics (in Poland: students of mathematics who wrote the basic test)

(mathematics: (

**614 Poland**) (600 Singapore) (555 Germany) (528 Thailand) (520 USA)(488 Malesia))

(didactics: (604 Singapore) (

**575 Poland**) (552 Germany) (544 USA) (506 Thailand) (503 Malesia))

C. Prospective

**junior secondary school teachers** who can teach at most the X grade (in Poland: mostly junior high school, students of mathematics degree, who wrote the extended test)

(mathematics: (667 Taiwan) (544 Singapore) (531 Switzerland) (

**529 Poland**) (468 USA) (461 Norway) (442 Philippines) (436 Botswana) (354 Chile))

(didactics: (649 Taiwan) (549 Switzerland) (539 Singapore) (

**520 Poland**) (480 Norway) (471 USA) (450 Philippines) (436 Botswana) (394 Chile))

D. Prospective

**senior secondary school teachers** who can teach more than X grade (in Poland: in senior secondary schools, students of mathematics with master degree, who wrote the extended test)

(mathematics: (595 Russia) (587 Singapore) (553 USA) (

**549 Poland**) (503 Norway) (493 Malesia) (479 Thailand) (472 Oman) (449 Botswana) (424 Georgia))

(didactics: (566 Russia) (562 Singapore) (542 USA) (

**528 Poland**) (495 Norway) (476 Thailand) (474 Oman) (472 Malesia) (443 Georgia) (409 Botswana))

The only bad news here is a level of preparation of future teachers for grades 1-3, the students of Pedagogics.

**9.7. Summary**The compulsory matura exams in mathematics was restored in 2010 in the hopes of raising the level of mathematical education, and to better prepare the high school graduates to study in the fields of science and engineering, and therefore increase the number of applicants for these courses.To see if these hopes come true, the research will be needed to describe changes in these areas, which will occur after 2010. While one can quite easily see whether the number of applicants for college courses in science and engineering actually increases, it is harder to evaluate correlation between compulsory matura math exams and the teaching level of math; the simple analysis of the matura outcome may not be enough.

So far, the organization of mathematics teaching in the

**senior technical schools** is such that students poorly develop their mathematical talents. They achieve worse results than the high school students and thus are less likely to be accepted to good universities. This may change after the reform program is introduced to the senior secondary schools.

Currently the primary

**school teachers of grades I-III are poorly prepared to teach mathematics**. They graduated in the field of

**pedagogics**, which often does not put enough emphasis on math skills and teaching of mathematics. Some teachers of early education, who have got into the profession over the past twenty years, did not choose the math test at their matura exam. The upshot is that the math in grades I-III primary school is too often poorly taught, and students imitate procedures administered by the teacher, without understanding. Discouragement of mathematics at this stage is difficult to remedy in future years.

Therefore, we believe that in order to raise the level of teaching the mathematics the most urgent task is to make the necessary changes to teaching of mathematics in grades I-III. Such changes should include not only the program changes - currently being introduced - but first of all changes in education of future early education teachers and retraining the teachers already working at this level.