In praising the educational system of Western countries, it is important not to ignore the fact that domestic education, especially in the relatively recent time, was considered quite strong and effective. Many graduates of technical schools and colleges who did not show perfect results in their native schools were considered competent specialists in Europe who showed much better awareness than local employees. It should be noted that classes with a tutor in mathematics used to be rare, a decent level of knowledge was given by professors in educational institutions, and the students themselves showed an enviable thirst for knowledge.
An interesting fact is that Norway appreciated the quality of the mathematics training program developed by Russian scientists. So, a small publishing house in one of the cities of Norway has already launched the process of creating textbooks on mathematics on the model of Russian manuals. Before that, the Russian program was tested in schools in Norway, the results were quite good. Confirming the success of the results of specialists from Stavanger who were testing the Russian program in mathematics, already in 2013, more than 65% of students in one of the schools showed extremely high results in state examination tests. The average student score with the highest scores in Norway before was 25%.
It should be noted that tutors in mathematics in Moscow also prefer Russian training programs. And the peculiarity is not only that students will study in their own country, their popularity is caused more by the balance and the correctness of the creation of tasks. This was also appreciated in Norway, where the publishing house in Kirkees provides assistance in issuing licenses for the creation of Norwegian textbooks and their printing. By the way, not only mathematics textbooks will be published, but also methodological manuals for teachers, as well as workbooks for students.
What is so special about Russian textbooks on mathematics? The thing is that the methodology of teaching the subject of this country encourages the child to analyze his actions while solving problems. The main thing here is not the answer, but the logical part of the solution, which is the basis of the correct answer. That is why preparation for the State Academic Initiative in Moscow under the guidance of an experienced teacher is able to give very decent results. The differences were appreciated by children from schools in Norway, where the program was tested. They demonstrated their readiness to study mathematics more deeply and in a rhythm that is higher than before. A variety of tasks written by qualified Russian specialists were also appreciated.