Mathematical readiness assessment for first-year students

Critical thinking, problem-solving skills and general mathematical competency are necessary for many occupations today. While working with first-year students, varying competence and confidence in mathematics is observed. This paper discusses the use of common mathematical diagnostic tests for the evaluation mathematical preparedness of the first-year students. The test was compiled by an international team of mathematicians and organised for the first time in the autumn of 2000 in the cooperating agricultural universities in Latvia, Sweden, Estonia and Lithuania. The test consists of 15 tasks and focuses on fundamental mathematical concepts and helps identify students’ mathematical strengths and weaknesses. Various secondary and tertiary education reforms raise new challenges for universities mathematicians. Diagnostic tests provide the possibility to identify tasks that are more problematic for students and also allow to compare the competence of first-year students’ mathematics competence between the different universities. A graphical analysis method and a method of statistical quantitative analysis of the research data were used in the study. The results of the research revealed a connection between the students' mathematical preparedness and ongoing educational reforms. The results of this test also reveal a contradiction between quantity and quality in studies. Measures to improve the learning process of the subject of Mathematics depending on the level of students' ability are offeredVytauto Didžiojo universitetasŽemės ūkio akademij