In Polish schools there is simply a phenomenon which experts mention to as an educational clock bomb. Math, the queen of science, is increasingly dividing the students into 2 utmost groups: those who easy solve complex tasks, and those for whom the basic activities are an insurmountable barrier. The latest data from the Central Examination Commission and the analysis of didactics leave no illusions – The division of mathematical competences has reached unprecedented levels. Agnieszka Sułowska, lecturer in mathematics, warns that the education strategy is no longer keeping pace with reality, and the deepening gap between students can have disastrous consequences for the future of the full generation. The problem is visible to the bare eye in the results of exams and in everyday lessons, where teachers face the impossible task of reconciling 2 distant worlds in 1 45-minute lesson.
Two worlds in 1 lesson. Where does the increasing chasm come from?
The problem of polarization in teaching mathematics is not new, but according to experts it has never been so severe. “We have students who are large at mathematics, and those who do not know what is happening in the class at all”, stressed Agnieszka Sułowska. 1 of the main culprits is pandemic and period of distant learning, which drastically deepened existing differences. Students with better access to resources, parent support and greater self-discipline did much better, while others were far behind. These backlogs are expanding due to the fact that mathematics is “cumulative”.
According to the expert, the deficiency of control of 1 department makes it impossible to realize another. If individual doesn't control the fractions, they'll get lost at percentages. With each fresh class, these deficiencies are deepening," explains Sułowska. As a result, teachers face an highly hard task. Teaching for a class where any students cannot execute basic calculations, and others are bored, waiting for more advanced tasks, becomes almost impossible. The strategy does not offer effective tools to work with specified a diverse group, which leads to frustration on both the student and the educator side.
Disturbing CKE data. The test results talk for themselves
The hard data from external examinations full support the diagnosis of experts. fresh results show a clear downward trend and an expanding dispersion of results, which in statistic is called an increase in standard deviation. This means that more and more students get either very advanced or very low results, and less and less are "average".
These are the most crucial data that rise concern:
- Eighth grade exam: In 2025, the average math score was Only 50%. This decrease compared to 2024 (53%) and 2022 (57%).
- Primary matura: In May 2025, 85% of the students passed the math exam. This is notably little than a year earlier, erstwhile the yield was 89%.
- The biggest drop in techniques: The most dramatic decline in reporting was reported among method alumni – from 85% in 2024 to Only 79% in 2025. In advanced schools the decrease was smaller but besides visible (from 91% to 89%).
These numbers show that the problem is not marginal. An expanding number of young Poles end school without basic mathematical skills, which can be a major barrier to further education and the labour market. The expanding standard deviation is simply a signal to the strategy that the current teaching model is no longer effective.
Math like a abroad language? Experts point to a revolutionary solution
In the face of an expanding crisis, proposals are made for extremist changes in the way mathematics is taught. Agnieszka Sułowska suggests that the solution could be a successful approach in abroad language lessons. It's about introduction of group breakdown by level of progress. “This would give you a better chance to adjust the pace of work and the level of difficulty of tasks to the real needs and capabilities of students,” says the expert.
In specified a model, students with backlogs could make up for their shortcomings and build solid foundations without feeling force or frustration. In turn, students would have the chance to make their talents, working on more ambitious tasks, alternatively of getting bored in classes. specified an organization of classes would let teachers to work more effectively and to take an individual approach. Although the implementation of specified a strategy would require organisational changes and possibly greater financial resources, many didacticians believe it is the only way to halt the deepening polarisation and give each student a real chance of success.
What does that mean for the future? Crossroad education system
The increasing problem with mathematics is not just a substance of the results of the exams. This is simply a challenge for the full education strategy and the future of Polish society. Math is the foundation for many key fields – from engineering and computer discipline to finance and medicine. Lack of basic mathematical competence in a large part of society may reduce the innovative possible of the Polish economy in the future.
Another problem that exacerbates problems with mathematics is the increasing problems of students with maintaining concentration. Teachers study that more and more children are incapable to focus for 45 minutes of lessons, which is crucial for specified a demanding subject. As Sułowska points out, it is mathematics that most severely exposes any gaps and weaknesses in the teaching system. If urgent and decisive action is not taken, a situation may arise where compulsory maths will become an insurmountable barrier for a increasing group of young people, closing their way to further development.
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Experts are on alert. Math divides Polish students as never before
