Diagnosing mathematical delays in lower secondary education (in the example of 10th grade students)
DOI:
https://doi.org/10.56380/mjer.v30.1.3Keywords:
Lower secondary mathematics, Mathematics delays/lags, Mathematics diagnostic assessment, Geometry domainAbstract
Ongoing research seeks to identify the challenges students face in learning mathematics, the underlying causes of their learning delays, and effective strategies to address these difficulties. This study examines the results of an initial diagnostic assessment aimed at identifying delays in mathematics among secondary school students in basic education. The assessment was conducted with 307 tenth-grade students to evaluate their proficiency across different mathematical domains. The findings indicate that students exhibited the least delay in algebra, a moderate delay in arithmetic, and the most significant delays in geometry, probability, and statistics. Notably, the substantial knowledge gap in geometry suggests a deep-rooted learning deficiency, while the results for probability and statistics were largely inadequate, with many students unable to respond. These findings align with the 2023 PISA international assessment and the 2021 National Secondary Education Assessment for Mathematics in Grades 2–12, further corroborating the observed trends in mathematical learning delays.
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