THE ANALYSIS OF THE RESULTS OBTAINED BY THE CANDIDATES FOR THE 2014’S ADMISSION - SPECIALIZATION: PRIMARY AND PRESCHOOL EDUCATION PEDAGOGY - Mathematical component

Oct 15, 2026

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Article analyzing results from the 2014 admission exam for the Primary and Preschool Education Pedagogy specialization at Babeș-Bolyai University. Focus centers on the mathematical component, specifically arithmetic knowledge, presented through examples connected to the first evaluative meeting with prospective students. The study frames the transition from pre-university to academic life and discusses general knowledge and mathematical competences required of future teachers and their role in developing student culture.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

General knowledge and mathematical competences of the high-school graduate

THE ANALYSIS OF THE RESULTS OBTAINED BY THE CANDIDATES FOR THE 2014’S ADMISSION, SPECIALIZATION: “PRIMARY AND PRESCHOOL EDUCATION PEDAGOGY”, THE MATHEMATICAL COMPONENT Ioana Magdaş, Ramona Rǎduţ-Taciu Abstract: In this article we want to point out as brief as possible the particularities of the transition from the pre-university education to the academic environment, by offering some examples from the backstage of the first evaluative meeting with future students. They were candidates for the Primary and Preschool Education Pedagogy specialization of the Faculty of Psychology and Science of Education, Babeș-Bolyai University, Cluj-Napoca. The dates offered are derived from a relatively new pedagogical micro-research: the 2014’s Admission exam, with a total of 338 subjects and the content being the writing exam to verify their knowledge, the Mathematical component (arithmetic knowledge) . Key words: Primary and Preschool Education Pedagogy specialization, admission, arithmetic knowledge. 1. Introduction In many teachers’ opinion, beyond the Curriculum changes or the educational changes, school should have, further, as mission and vocation, formation of general culture of youth, but also some competences to facilitate in the future, its consolidation and enrichment. Furthermore, this thing is valid for a future teacher, who has to be a role model and a transmitter of values for the students. In the general knowledge, mathematics should have a central role, as said in Mathematics in Education in Europe: Common Challenges and National Policies (EACEA P9 Eurydice, 2011) “Competence in mathematics is integral to a wide range of disciplines, professions and areas of life”. In this article we want to point out as brief as possible the particularities of the transition from the preuniversity education to the academic environment, by offering some examples from the backstage of the first evaluative meeting with future students. They were candidates for the Primary and Preschool Education Pedagogy specialization of the Faculty of Psychology and Science of Education, Babeș Bolyai University, Cluj-Napoca. The dates offered are derived from a relatively new pedagogical micro-research: the 2014’s Admission exam, with a total of 338 subjects and the content being the writing exam to verify their knowledge, the Mathematical component (arithmetic knowledge) . 2. General knowledge and mathematical competences ofthe high-school graduate General knowledge has become too much of a theorized and too less particularized concept. General knowledge, in the large acceptance of the word, speaks about gathering knowledge from various domains, which can visibly enlarge the horizon of knowledge and then allow the graduate at least the choice of a profession from a wide range of possibilities. Some assimilate this type of culture with a theoretical base of dates, more or less lacking of praxiologic foundations and guidelines. Students of today, university students and then the number one specialists of tomorrow should firstly remain with some axiological landmarks and essential abilities from all the domains studied in school. After, they are constantly requested the disponability to be receptive to new, to study, to learn constantly, to perfect themselves, to honorably resist changes, no matter if we are going to pursue university or not. On one hand, some of the school’s people, alongside some employers, support the idea that that package of knowledge from various domains, of which we were all so proud, should be seen in our days as a support for obtaining practical competences, asked by the labor market. That is why we often hear the question: ‘For what purpose has a high-school student to learn information that he will never use in his future profession?!...’ Are they right? Everything that we define as SCHOOL compulsory carries the attribute EFFICIENCY?!.. In this issue, the truth is somewhere in the middle. Sure, the student

FAQs

What is the main focus of the article?

The article focuses on analyzing the results of the 2014 admission candidates for the Primary and Preschool Education Pedagogy specialization, with emphasis on the mathematical component and arithmetic knowledge.

Where were the admission candidates applying from and to what program?

Candidates applied to the Primary and Preschool Education Pedagogy specialization of the Faculty of Psychology and Science of Education, Babeș-Bolyai University in Cluj-Napoca.

How does the article describe the mathematical component considered in the exam?

It describes the mathematical component as arithmetic knowledge, assessed through the writing exam intended to verify candidates’ knowledge.

Oct 15, 2026

Uploaded by Putri