Development of a Diagnostic Test for Mathematics Learning Difficulties in Elementary School

Abstract

Mathematics learning difficulties at the elementary level remain a significant barrier to academic progress, often going undetected until later stages of education. This study aims to develop a diagnostic test specifically designed to identify mathematics learning difficulties in elementary school students. Employing a qualitative methodology grounded in library research and literature review, this research synthesizes findings from various educational psychology and mathematics education sources. The study explores theoretical frameworks of learning difficulties, cognitive development in children, and best practices in diagnostic assessment design. Key components such as conceptual understanding, computational fluency, problem-solving ability, and number sense were identified as core dimensions often impaired in students with mathematics difficulties. Drawing from over 50 peer-reviewed articles and educational guidelines, the study maps criteria for test construction, including validity, reliability, age-appropriateness, and adaptability to diverse learning contexts. The result is a structured diagnostic prototype that categorizes types of difficulties and aligns them with pedagogical interventions. Findings suggest that an effective diagnostic tool must go beyond performance metrics to include cognitive indicators and learning profiles. This research contributes to the field of educational assessment by providing a foundational model for early detection and support of students at risk of falling behind in mathematics. Future research is recommended to pilot and validate the prototype across various school settings. The study underscores the urgent need for targeted diagnostic tools in addressing learning inequalities and enhancing mathematics instruction at the foundational level.