In Latvia, the “Competencies approach to learning content” project is being implemented (Skola2030), which, inter alia, also reforms the field of math teaching and is expected to bring students to the knowledge, skills and attitudes needed for life today. Investment in education and lifelong learning is an essential prerequisite for economic development and for promoting national competitiveness, as well as for achieving higher levels of prosperity. One of the main objectives of the survey was to clarify the relationship between the assessment of the students’ annual score by graduating the school and the results of the state exam, as well as the relationship with the result of the first semester of study and the assessment of the semester, both in Latvia as a whole and depending on the students’ place of residence. Continuing previous studies, RTU and LLU researchers have conducted extensive surveys of students between 2019 and 2020 to assess the dynamics of the development of teaching performance in math in the changing circumstances of Covid19 in the pandemic. The article reflects the results of a study on the dynamics of the level of knowledge of engineering students in math, as well as the development of the level of knowledge in this field during studies. The article summarises the results of studies, identifies major challenges. In view of the results obtained, it would be desirable that higher education institutions, applying budget places for young students, would place more weight on the math assessment obtained at school.