{'fraction_non_alphanumeric': 0.018764659890539485, 'fraction_numerical': 0.001563721657544957, 'mean_word_length': 5.4, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Case Study: Transversal Skills in Secondary School Mathematics

Today's labor market requires specialists with advanced transversal skills who are able to adapt and develop themselves according to the needs of the workplace. Unlike technical skills, transversal skills are more sustainable than knowledge, because they are less influenced by technology development. Technology advancement requires the development of transversal skills not only at higher education but also in schools. The aim of the study is to assess pupils' transversal skills in secondary school. For this purpose, a classroom survey was conducted using pupils' self-assessment questionnaires as well as participant observation. The study was conducted at a secondary school in Riga during a lesson of calculus where the whole class of 26 pupils was participating in group work activities. This study deals with transversal skills such as collaboration, decision-making and self-discipline. The results show that there is a significant difference in development between studied transversal skills. The level of collaborative and self-discipline skills is significantly higher than the level of decision-making skills. The study also shows the positive role of setting criteria in the decision-making process.