DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.04
UDC: 
373.5.016:51
Borisova Alla Mikhailovna
Кандидат педагогических наук, Associate Professor of the Department of Geometry and Methods of Teaching Mathematics, Novosibirsk State Pedagogical University, bam1208@yandex.ru, Novosibirsk
Yarovaya Evgenia Anatolyevna
Кандидат педагогических наук, Prof., Head of the Department of Geometry and Methods of Mathematics Teaching, Novosibirsk State Pedagogical University, jnar1@yandex.ru, Novosibirsk

Diagnostics of Subject-Specific Learning as a Tool for Identifying Difficulties in Mathematics Learning

Abstract: 
The article discusses the problem of timely identification of the causes of students’ difficulties in studying mathematics through the use of diagnostic tasks. The purpose of the article is to provide a theoretical understanding and systematization of scientific approaches to the characteristics of the concepts of “diagnosis” and “diagnostic task”, to clarify the conceptual framework in relation to the research problem, and to justify the author’s approach to developing tools for diagnosing students’ subject-specific results, identifying gaps in their mathematical preparation, and providing timely correction (at the level of basic general education). The research methods include the analysis of psychological, pedagogical, scientific, and methodological literature on the research problem; the method of включенного наблюдения, questionnaires, pedagogical experimentation, analysis and processing of experimental data, and reflection. The article emphasizes that not every control task can be diagnostic, and provides the author’s definition of a diagnostic task, illustrated with examples of such tasks for identifying gaps in students’ knowledge in mathematics. The article also presents the author’s concept of conducting a diagnostic procedure for assessing students’ subject-specific learning in primary school and developing appropriate tools (diagnostic work, diagnostic map, and success sheet), and provides examples (fragments) for the 7th grade. The importance of conducting diagnostic work for students who have difficulties in learning mathematics is particularly emphasized, and the author’s concept of subject-specific diagnostic work has been rethought, refined, and detailed. In conclusion, it is concluded that it is necessary to carry out diagnostic work systematically, as this contributes to the formation of a real picture of the success of both the class as a whole and an individual student, helps to see the gaps in the knowledge of a child or a group of children, and to make timely corrections to their educational trajectory, and to build an individual educational route.
Keywords: 
diagnostics; diagnostic work; diagnostic task; test-based task; diagnostic card; student success sheet; subject result; difficulties in learning mathematics
Please register
References: 

1. Golubev, N. K., Bitinas, B. P., 1989. Introduction to Educational Diagnostics. Moscow: Pedagogika Publ., 157 p. (In Russ.)
2. Maksimov, V. G., 2002. Pedagogical Diagnostics at School. Moscow: Akademiya Publishing Center, 272 p. (In Russ.)
3. Ingenkamp, K., 1991. Pedagogical Diagnostics. Moscow: Pedagogika Publ., 238 p. (In Russ.)
4. Kukushin, V. S., 2005. Theory and Methods of Teaching. Rostov n/D.: Phoenix Publ., 474 p. (In Russ.)
5. Andreeva, G. A., Vyalikova, G. S., Tyutkova, I. A., 2007. A Brief Pedagogical Dictionary: A Study Guide. Moscow: V. Sekachev Publ., 180 p. (In Russ.)
6. Kodzhaspirova, G. M., Kojaspiro, A. Yu., 2000. Pedagogical Dictionary: For Students of Higher Education Institutions. And secondary pedagogical studies. Institutions. Moscow: Publishing center Academy, 173 p. (In Russ.)
7. Podlasy, I. P., 1999. Pedagogy. New Course: Textbook for Students of Pedagogical Universities: in 2 books. Moscow: Humanitarian Publishing Center VLADOS, Book 1: General Principles. The Learning Process. (In Russ.)
8. Yashina, N., 2007. Diagnostics of Learning as a Way to Manage the Quality of Education. People’s Education, no. 4, pp. 131–138. (In Russ.)
9. Gutnik, I. Yu., Alekseeva, E. V., 2025. “Helping School”: Analysis of the Results of Designing and Implementing a Diagnostic Complex. Scientific and Pedagogical Review, no. 2 (60), pp. 29–40. (In Russ.)
10. Yuburova, S. M., Khasanov, N. B., 2025. Tools of Pedagogical Diagnostics in the Context of a Modern Lesson. The Age of Science, no. 42, pp. 615–622. (In Russ.)
11. Stetskaya, A. N., 2021. Designing a Comprehensive Diagnostic Tool as a Pedagogical Technology. Izvestiya of the Baltic State Academy of Fishing Fleet: Psychological and Pedagogical Sciences, no. 1 (55), pp. 75–79. (In Russ.)
12. Nazarova, Yu. A., 2023. Comparative analysis of methods for diagnosing the functional literacy of students. School of the Young Scientist. Reset. Collection of articles. Ulyanovsk, pp. 72–77. (In Russ.)
13. Bukreeva, Yu. S., 2023. Diagnostics of the level of functional literacy development in primary school students. Society: Sociology, Psychology, Pedagogy, no. 5 (109), pp. 128–133. (In Russ.)
14. Barinova, I. I., Solovyov, M. S., 2021. The role of diagnostic work on geography in improving the quality of student learning outcomes. Geography and ecology in the school of the XXI century, no. 4, pp. 42–49. (In Russ.)
15. Pshenichnaya, E. V., Ragulina, I. V., 2019. Unified approaches to the compilation of diagnostic works as a necessary condition for an objective internal assessment of the quality of education. Pedagogical search, no. 6, pp. 10–17. (In Russ.)
16. Vasilchenko, S. Sh., Mitrokhina, S. V., 2018. Diagnostic tasks for assessing the level of development of spatial representations of students. Problems of modern pedagogical education, no. 58-2, pp. 59–63. (In Russ.)
17. Borisova, A. M., 2012. Compilation of diagnostic works to identify gaps in students’ knowledge. Mathematics at School, no. 9, pp. 26–30. (In Russ.)
18. Borisova, A. M., 2021. Teaching mathematics teachers to compile diagnostic materials for assessing students’ achievements in the subject. Modern Education, no. 1, pp. 36–49. (In Russ.)
19. Borisova, A. M., 2018. Mathematics, grades 5–11: entrance diagnostic works (study guide). Volgograd: Uchitel Publ., 112 p. (In Russ.)
20. Perevoshchikova, E. N., 2010. Diagnostics in the process of teaching mathematics: a monograph. Nizhny Novgorod: Nizhny Novgorod State Pedagogical University Publ., 172 p. (In Russ.)
21. Pólya, D., 1959. How to Solve a Problem. A Guide for Teachers / edited by Yu.M. Gaiduk. Moscow: State Pedagogical Publishing House of the Ministry of Education of the RSFSR, 208 p. (In Russ.)