STATE AND PROBLEMS OF RUSSIAN MATHEMATICAL EDUCATION IN RELATION TO THE REQUIREMENTS OF THE BOLOGNA DECLARATION

Abstract

The article examines the positive and negative results of the transition of the Russian education system from a mono-level to a multi-level education system, dictated by the requirements of the Bologna Declaration, which Russia signed in 2003. Attention is paid to the positive aspects that took place in the Russian education system, when professional training was carried out through the specialty. A special conversation is being held about the quality of Russian mathematical education in modern conditions, noting the problems that occur in connection with the transition to a multi-level education system; analyzing the opinions of scientists, administrative employees of educational authorities on the changes taking place in the domestic education system; on the use; on the impact on the modernization of the education system of recommendations contained in world Bank reports; on the trend of reducing the number of hours in the curriculum for specialized disciplines, in particular, mathematics; the results of Russian schoolchildren participating in the international mathematical Olympiad, conducted a historical review of the problems of development of the Olympiad movement, both Russian and international; compares the results of students participating in the international mathematical Olympiad for 29 years in the Soviet Union and in 28 years, when Russia became an independent state and concluded that the first results were significantly higher than the second results; on holding the exam in Russian language and mathematics in recent years and analyzed their results. The expediency of returning the Russian system of higher education to the training of professional personnel through the specialty is argued.