For growing children, mathematics plays an important educational role - mathematical achievements at school affect educational achievement, employment opportunities, economic stability, adapted behaviour, as well as the quality of life and mental health of an individual. Pupils with specific learning disabilities in mathematics (MLD) fall within a risk group of pupils who score poorly in national examination compared to their peers without MLD. There is a lack of literature on the research on pupils with MLD; therefore, a detailed analysis of mathematical knowledge of pupils with MLD is required in order to better understand their special educational needs and to create appropriate teaching and treatment methods. The authors emphasize the importance of research over different time periods, as this enables to present in more detail the development of mathematical knowledge of pupils with MLD. Various studies show that within the group of pupils with MLD, pupils with comorbidity in mathematics are even more exposed to lower mathematical achievements and learning difficulties. The analysis of the results achieved at the national examination in mathematics with regard to pupils with specific learning disabilities in individual areas of learning in 2015 shows that pupils who only have MLD do not achieve better result than pupils with the comorbidity in mathematics. Based on descriptive and causal non-experimental method of pedagogical research and qualitative and quantitative research approach, we have analyzed and compared the demonstrated mathematical knowledge of pupils without MLD, pupils with isolated MLD and pupils with the comorbidity in mathematics at national examination in mathematics when they were in 6th grade in 2014 and then in 9th grade in 2017. All pupils included in the research achieved statistically significantly higher results at the national examination in mathematics in 6th grade in 2014 compared to the national examination in mathematics in 9th grade in 2017. From 6th to 9th grade, the gap in achievements between pupils with MLD (including those with comorbidity) and pupils without MLD increased by 10.16%, namely at national examination in mathematics in 6th grade pupils with MLD achieved on average 76.26% points of pupils without MLD, and 66.10% in 9th grade. Differences in the average of the entire national examination in both 6th and 9th grade turned out to be statistically significant between the group of pupils without MLD and two defined groups with MLD i.e. isolated MLD and comorbidity in mathematics, however, no statistically significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics. We have come to similar conclusions as in the analysis of national examination in mathematics in 2015, notwithstanding that such a result is not in line with other specialised literature in this area and indicates the need for further research in this respect. At national examination in mathematics in 6th grade 2014, pupils with MLD and pupils with the comorbidity in mathematics achieved a lower average of points than their peers in all exercises, regardless of mathematical content area, taxonomic level, subject matter class and level of difficulty. The higher the pupil's final grade in mathematics in 9th grade in 2017, the higher the average of the points achieved by the same pupils at the national examination in mathematics in all three defined groups. We established that pupils with MLD did not achieve higher average of points than the average achieved at national examination by pupils with comorbidity in mathematics, however, they achieved on average slightly higher final grades in mathematics in 9th grade compared to pupils with comorbidity in mathematics. The analysis of the types of mistakes at the national examination in mathematics in 9th grade showed no significant differences between the group of pupils with isolated MLD and the group of pupils with comorbidity in mathematics.
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