Mathematical competences examined on secondary school students

First I'd like to write about the idea of mathematical competence and make clear its components, according to the 2000 Lisbon Resolution of the European Union. That, and the results of the first PISA examination implicated a development work in our country, and as a result we now have new types of competence-based school-books, and the methodological culture of teachers is under reformation too. But these changes are not uniformly welcome among teachers. There is a kind of contradiction between traditional and competence-based education and evaluation so I tried to match the two types with measuring the present level of competence of secondary school students, and upon that work out development methods, in which the defects of the knowledge can be supplied. The students solved an exercise-paper with 5 exercises (practical, playful, needs many different abilities and skills, but less knowledge, both simple and complex) in 45 minutes. I made two types of measurements a traditionally used method which measures the mathematical achievement, and another, which measures the level of skills and competences. I analysed the results with comparing the achievements with the competences to show how the mathematical skills prevail among achievements. I show this analysis with graphs in my paper. According to the results of the measurement, we can declare the main areas of development. At the end of my paper I'd like to show how I plan the follow-up of this examination.