An integrated assessment of the quality of teaching Mathematics in school

This article presents a diagnostic criteria-based methodology for a systematic and complex assessment of the quality of teaching Mathematics in school. This methodology may help assess the prospects of applied approaches to teaching Mathematics as well as monitor it and describe in terms of ensuring the high quality of general education in Mathematics. We used Kolmogorov’s “convolution of qualities” as a basis for developing this methodology for the systematic and complex diagnostics of mathematical education in school. This methodology is used to assess the quality and optimization of complex objects in mechanics, chemical industry, economics, and higher education. The suggested integral assessment (systematic and complex diagnostics) was successfully applied to evaluate the quality of teaching Mathematics in schools of the Volgograd region. We defined three levels of mathematical education quality: discrete (minimal and restricted level), fragmentary (average functional level), and integrated and comprehensive (a rather high level)