“Why do we insist on changing high school mathematics every year? »asks Jean-Rémi Girard, the president of the national union of high schools and colleges (Snalc). A question that predominates after the Minister of National Education, Anne Genetet, unveiled her plan entitled “Act II of the clash of knowledge”, Tuesday November 12.
She notably announced that an anticipated mathematics test would be introduced from June 2026 for general and technological first year students, “on the same model as the anticipated French test”. “This is yet another fix in five years”comments Claire Piolti-Lamorthe, president of the association of public education mathematics teachers (APMEP). Since 2019, the executive has been fumbling over the treatment given to mathematics in high school.
Repeated adjustments
It all started with the baccalaureate reform carried out by the then Minister of National Education, Jean-Michel Blanquer. This provided for the elimination of traditional sectors (L, ES and S) in favor of specialties. Jean-Michel Blanquer had thus imagined two paths, for profiles who wanted to specialize in mathematics and for those who, on the contrary, did not wish to do so.
This reform thus left the possibility for certain students to abandon mathematics at the end of second year. “Which had the consequence of questioning the place of mathematics”analyzes Pierre Mathiot, inspiration for the bac and high school reform, then co-pilot of its monitoring committee from 2019 to 2023.
The downgrading of the subject had sparked an outcry, both among teachers and business leaders who had reacted in numerous forums. The government was forced to reverse course in 2022 by reintroducing an optional dose of mathematics before making it compulsory at the start of the 2023 school year for all first grade students (in the form of one and a half hours of lessons per week).
“But until now we have not measured their level since there was no mathematics test”explained Anne Genetet at the start of the week. Through this new ordeal, the minister indicates that she wants “have a real barometer and raise the level in mathematics”.
On the second objective established by the minister, the teaching world is doubtful. “It is not because we reschedule a test that we raise the level”replies Jean-Rémi Girard. “Is it by introducing an exam that we give back a taste for the subject to students? »questions Claire Piolti-Lamorthe. Above all, APMEP asks “more hours devoted to mathematics in order to better train students because the hour and a half is very insufficient to complete the entire indicated program.”
Still many uncertainties
Furthermore, some fear that the measure will have a counterproductive effect on the place of mathematics in high school. “This creates a sort of very surprising exception in the operation of the Blanquer bacbelieves Jean-Rémi Girard. Non-specialists will have a test mark and a continuous assessment mark while specialists will have two test marks. Which does not exist for any other material. Are we not sending the message that mathematics benefits from specific treatment? »
This announcement also raises questions of feasibility. “This could shake up the architecture of the Blanquer bac, because it would be necessary to allocate a coefficient to this anticipated test, and therefore take some away from the other tests”estimates Pierre Mathiot. The specialist also notes that this test would increase the exam timetable and that it would mobilize a large number of markers becauseit would concern nearly 300,000 copies.
Likewise, what will happen to the content of the test? The ministry explains that “the precise modalities are being developed”both on the coefficient and on the program on which the first year students will be evaluated. But he adds that there will be two separate tests for specialists and for others.
Pierre Mathiot says to himself “interrogative” regarding the minister's announcement. “I was rather in favor of it, because it could make sense for us to check the level of first year students in French and maths, which constitute the backbone of the French school systemhe confides. But I wonder if it is not too late in the dynamics of this reform which needs stability. » Because the one who is also a political scientist warns: “There is little chance that this provision will actually be implemented. However, in the educational world, teachers, parents and students do not like uncertainties. »
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