Kiril Bankov 1), Borislava Kirilova 1), Hristo Hristov 2)
1)Sofia University “St. Kliment Ohridski” – Sofia (Bulgaria)
2)European School of Brussels IV – Brussels (Belgium)
https://doi.org/10.53656/math2026-1-5-mit
Abstract. Teachers commonly consider the number of teaching hours in a particular subject to be insufficient for achieving sustainable results in the acquisition of knowledge and skills. It is assumed that increasing the number of hours should lead to an improvement in the quality of education. Thus, the question of the optimal amount of teaching time remains open. This study focuses on this methodological problem by analyzing the opinions of teachers from schools in the capital who teach two types of students simultaneously – those included in extended mathematics training and those who are taught only within the compulsory program. A comparative approach is used to examine the added value of extended training as perceived by teachers, as well as its impact on the quality of teaching and learning outcomes. The results contribute to a deeper understanding of the relationship between the quantitative parameters of teaching time and the qualitative dimensions of the educational process. In the European Schools attached to the institutions of the European Union, additional hours are organized in different ways. This study also examines these differences and seeks to answer the question of how to use additional teaching time most effectively.
Keywords: mathematics; extended training; added value
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