Difficulties in teaching and learning mathematics in the first year of university: a case study

Sounia EL BAKKALI, Khadija RAOUF, Mohammed BARKATOU, Youssef KARIM

Abstract

This study seeks to enhance mathematics teaching and learning by facilitating students’ transition from secondary school to university. It provides an in-depth analysis of the mathematics curriculum from primary education through the first year of university, with particular emphasis on equations and related algebraic concepts.
The research adopts a mixed-methods design combining several complementary approaches: (1) a longitudinal analysis of school curricula to examine the progression of mathematical concepts across educational levels; (2) questionnaires administered to university instructors to explore their perceptions of students’ learning difficulties and their pedagogical practices, particularly regarding the integration of Information and Communication Technologies (ICT); (3) a student questionnaire aimed at identifying perceived learning obstacles; and (4) a diagnostic test focused on equations to assess first-year students’ prerequisite knowledge and competency levels.
The originality of this study lies in its systematic articulation of curricular content across educational stages, revealing discontinuities and conceptual gaps in the progression of mathematical knowledge. To our knowledge, this is the first study conducted in Morocco that integrates curriculum analysis, teachers’ and students’ perceptions, and an equation-based diagnostic assessment within a unified analytical framework. This comprehensive approach contributes to a deeper understanding of the structural causes underlying students’ difficulties in mathematics and proposes concrete strategies to enhance academic achievement.
The findings provide valuable insights into critical learning bottlenecks and offer evidence-based recommendations for improving mathematics instruction and strengthening foundational competencies essential for sustained academic success.

 

Keywords: mathematics education; transition to university; curriculum analysis; learning difficulties; diagnostic assessment; information and communication technologies (ICT).

 

DOI https://doi.org/10.55463/issn.1674-2974.53.1.10


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References


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