Abstract
There are central written exams (Abitur) in Germany in 15 of 16 federal states meanwhile. The author himself was head of the author group for the written exams in mathematics in Saxony from 1992 to 2002 By a fundamental change of the performances of mathematics lessons to a stronger orientation on the acquisition of competences but also by the availabil-ity of new media lessons and central exams have changed the mathematic at school in the last years.Many countries have introduced the central abitur in Germany within the last 10 years. Fur-thermore the countries have for Bavaria, Hamburg, Niedersachsen, Mecklenburg, Saxony and Schleswig-Holstein in 2014 introduced a country general central abitur even for the first time.
In connection with this, there are a lot of questions, it was to look for solutions:
What is the role and sense of technology in the lesson and in exams?
How do the pupils have to document solution ways?
How should the structure of a exam be chosen?
Which role plays parts with paper and pencil in the exams?
What is an "easy" task in future?
Which contents should be taken into account in a mathematics lesson with technology?
In the lecture some of these questions shall be illustrate with different examples of abitur tasks.