Final mathematics exam in Turkmenistan and Russia: organization and conduct

the article addresses the issue of finding ways to improve cooperation in the field of education between Turkmenistan and Russia, and provides a comparative analysis of the specifics of organizing and conducting final exams in mathematics for Turkmen and Russian schoolchildren. Today, mathematics education plays a key role in the development of competitive graduates. The final exam is an important tool for assessing students' proficiency in mathematics education. This article aims to conduct a comparative analysis of final mathematics exams in Turkmenistan and Russia, identifying similarities and differences in their procedures and student attitudes toward them. The authors, through a study and analysis of the legal framework, attempt to compare the structure, content, and specifics of final exams, as well as to use their own empirical research to assess the attitudes of Turkmen and Russian high school students toward this type of final assessment. The research methodology is based on an analysis of the regulatory framework for organizing and administering final mathematics exams, an analysis of students' experiences preparing for final exams at school, and empirical data obtained through a remote survey of Turkmen (18) and Russian (19) high school students. The survey aimed to identify the most common strategies for preparing students for the exam, their emotional state before the exam, their attitudes toward the exam process, and the respondents' level of preparedness for the final exam and their ability to cope with pre-exam stress. A comparison of final mathematics exams in Turkmenistan and Russia reveals many similarities in both the procedures and the selection of exam questions. The survey also revealed some differences in Turkmen and Russian students' attitudes toward the procedure, content, and preparedness for the exam, which are due, in part, to the national and sociocultural educational traditions of the countries. Both Turkmenistan and Russia, by regulating the procedure and content of the final mathematics exam through relevant legal documents, strive to take into account the current level of development in mathematics education, ensuring transparency, objectivity, and uniform standards for assessing the mathematical knowledge of their graduates. However, schoolchildren show some differences in their attitudes toward the final assessment in terms of emotions, adaptation, and methods for coping with pre-exam stress, preferring traditional forms of final examination.

mathematical education, high school, final graduation exam, Turkmenistan, Russia