La Opinión de Murcia
Laura GP, profesora de Secundaria en Murcia, sobre los cambios en la PAU 2026: …
La docente ha comentado sus impresiones tras la primera reunión con el coordinador de la PAU 2026 de la disciplina Matemáticas II
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Spanish Math Teachers Decry New University Entrance Exam Changes as 'Impractical' and Detrimental to Students
Murcia, Spain – A mathematics teacher from Murcia has voiced strong criticism regarding the impending changes to the PAU 2026 university entrance exam for Mathematics II, warning of negative consequences for both educators and students. In a recent video, the teacher, who attended a meeting with the PAU 2026 coordinator, expressed her profound frustration with the new directives. The revised exam structure, set to be implemented for the 2026 academic year, will feature five exercises instead of the previous four. Three exercises will be obligatory, while two will offer optional choices. A significant shift in weighting will see analysis account for 40% of the exam, with an additional 25% initially, gradually increasing to 40%, dedicated to modeling and critical thinking exercises. While acknowledging the value of critical thinking, the teacher highlighted a critical flaw in the new policy. "The people giving these directives haven't stepped foot in a classroom in their lives, or at least not for many years," she stated, expressing a common sentiment among her colleagues. The core of the problem, according to the teacher, is the simultaneous increase in content for the second year of Bachillerato (pre-university studies) and a reduction in teaching time by two weeks. This combination, she argues, makes it "impossible" to cover the material adequately and ensure students truly understand it, rather than just memorizing facts. The teacher further elaborated on the impracticality: "How are we supposed to teach all this content? We already struggle to finish the curriculum and often have to work extra hours. Now, with more content and less time, what quality of education can we provide?" She emphasized that mathematics requires extensive practice and examples, which cannot be rushed. She concluded by questioning whether policymakers consider the students' future, their need for high grades to enter university, and the anxiety and stress caused by an overloaded curriculum and insufficient teaching time. "It's an imposition," she said, "something that is not feasible. There are simply no more hours." The teacher's impassioned plea underscores a growing concern within the Spanish educational community about the disconnect between top-down policy decisions and the realities of classroom instruction.
