An Analysis of the Entrance Assessment Papers of Mathematics Students at Vyatka State University

Identificator

EDN: JYKNLU ; УДК: 378:371.263

Authors

Lubyagina Elena Nikolaevna, PhD in Physics and Mathematics, associate professor, Vyatka State University. Russia, Kirov. E-mail: usr11870@vyatsu.ru ; Shirokov Dmitry Vladimirovich, PhD in Physics and Mathematics, associate professor, Vyatka State University. Russia, Kirov. E-mail: usr11727@vyatsu.ru

Journal

HERALD OF VYATKA STATE UNIVERSITY №4 (158), 2025

Section

ПЕДАГОГИЧЕСКИЕ НАУКИ

Pages

87-94

Abstract

The article is devoted to an analysis of the results of the entrance assessment of the knowledge and skills acquired in the school mathematics course. The diagnostic papers were carried out among first-year students admitted to the degree programs "Mathematics and Computer Science" and "Pedagogical Education (with a profile in Mathematics)" at Vyatka State University in the 2024/2025 and 2025/2026 academic years; a total of 97 students took part in them. The tasks proposed covered the key topics of the school mathematics course (word problems, functions and their graphs, equations and inequalities and their systems, plane geometry, solid geometry, trigonometry), and some of them required the ability to construct and set out a mathematical proof of a statement. In order to emphasize the accessibility of the tasks proposed for the entrance assessment, the article presents the tasks that an applicant to the Faculty of Mathematics of Vyatka State Pedagogical University had to solve in the entrance examinations of 2000. The article presents statistical data on the quantity and quality of task completion. The fact that the data obtained for the separate groups turned out to be similar indicates the homogeneity of the entire sample. The recent school leavers performed most successfully on two tasks corresponding to the first part of the Unified State Examination. The lowest percentage of those who solved the task is observed in the geometric proof problems. The present work analyzes in detail the errors made by the students and notes the various methods of solving the tasks proposed to them. The conclusions obtained emphasize the need to develop the demonstrative basis of the school mathematics course and to strengthen schoolchildren's preparation in geometry (both solid and plane geometry).

Keywords

residual knowledge mathematical education Unified State Examination entrance assessment

Recieved

11.12.2025

Published

08.10.2026

References

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