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REET L1+L2 · Maths (Pedagogy)

Remedial Teaching in Maths

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In REET Maths pedagogy, questions on Remedial Teaching are built around the diagnostic test, its steps, and picking the correct remedial strategy. This page walks through the full process from diagnosis to remedy, along with the points REET asks about again and again.

  • 4 questions in REET 2024
  • Teacher-training level
  • 9 min read
Verified 17 September 2026

How REET asks this topic

All four of REET 2024's questions centred on the purpose of a diagnostic test, the necessary next steps for weak or slow learners, the duration of remedial teaching, and picking correct versus incorrect remedial measures. One question directly asked which statement is NOT a correct remedial-teaching measure — so REET does also ask negative-style questions here, which means both the correct and incorrect measures need to be clearly memorised. Always remember that REET expects you to pick the correct, empathetic measure (individual counselling, seating closer to the front) over dismissive or neglectful options (seating at the back, punishment).

What is a diagnostic test?

The purpose of a diagnostic test is to find a student's specific learning difficulties and weaknesses in a particular subject (like maths) — it's not meant to measure how much the student has learnt overall (that's the job of an achievement test), but to identify exactly where and why the learning gap exists.

This test is usually given when a teacher notices the same kind of mistake happening repeatedly, either during or right after teaching a unit. A good diagnostic test checks each sub-skill separately (for instance, checking place value, sign, and calculation separately within addition-subtraction) so it can pinpoint exactly where the error is occurring, rather than just whether the final answer is right or wrong.

For example, in a subtraction sum, one student's wrong answer might come from a place-value mix-up, another's from a sign error, and a third's from getting the borrowing step wrong — a good diagnostic test is designed to catch these as three separate problems rather than lump them together as simply "got the subtraction wrong".

Diagnostic test vs. achievement test

Diagnostic test

PurposeFinding specific difficulties and errors

TimingDuring teaching, or right after an error appears

What followsLeads to remedial teaching

Achievement test

PurposeMeasuring the total amount learnt

TimingAt the end of a unit/term

What followsLeads to grading/reporting

The process (steps) of remedial teaching

Remedial teaching is a cyclical process: first, diagnosis identifies the error, then the cause of that error is analysed (such as a conceptual confusion, a gap in prior knowledge, or a procedural mistake), after which a remedial plan is made and re-teaching is done individually or in a small group, and finally re-evaluation checks whether the gap has been closed. Skipping straight from diagnosis to re-teaching, without first working out why the error happened, risks fixing the wrong thing, which is exactly why cause analysis sits as its own separate step between the two — and why the final re-evaluation step is not optional either.

This process doesn't end in one go — it should continue until the student's identified gap is fully closed.

Common errors in maths, and the correct remedial measures

In maths, students often make mistakes with place value confusion, positive-negative sign errors, errors in the process of borrowing during subtraction, and misconceptions around fractions (like assuming a larger denominator means a larger fraction).

The correct remedial measures are: addressing gaps promptly, giving students individual counselling, re-clarifying the concept using concrete teaching aids (like an abacus or fraction strips), and seating a weak student closer to the teacher, near the front, so they can get special attention — seating them at the back or neglecting them is never a correct measure. Notice that each of these four measures answers a different part of the same problem: act on the gap quickly, talk to the student one-on-one, rebuild the concept with something they can touch and see, and keep the student seated where the teacher can watch and help regularly.

Causes of learning difficulty, and key remedial strategies

A student's learning difficulty in maths can have many kinds of causes — physical (like a vision or hearing problem), emotional (fear or anxiety about maths), environmental (no proper study atmosphere at home), and teaching-related (a teaching method that doesn't match the student's pace). Understanding these causes is essential before remedial teaching begins, because the remedial strategy changes depending on the cause.

Key remedial strategies include peer tutoring, where a faster student helps a weaker one; small-step teaching, where a complex concept is broken into small, manageable steps; immediate feedback, where a mistake is corrected the moment it happens; and a multi-sensory approach, which brings together seeing, hearing, and doing. Notice that these four strategies work in different ways: peer tutoring changes who is doing the teaching, small-step teaching changes how the content is broken up, immediate feedback changes how quickly a mistake gets corrected, and the multi-sensory approach changes how many senses are engaged at once.

How to teach children

Classroom activity

After every test, check the notebooks, form a small group of students making the same kind of mistake, and run a focused 10-minute re-teaching session on that specific difficulty. In this same group, faster students can also be given the role of a peer tutor.

Teaching aids

Use concrete materials like an abacus, fraction strips, and a number line to make the concept concrete again for weaker students. Coloured cards and game-based practice also reduce the fear of learning. The underlying idea is to move from concrete to abstract: start with something the student can hold or see, like an abacus, fraction strips, or a number line, and only later connect that hands-on experience to the abstract formula or symbol, rather than starting with the symbol itself.

Common misconception

Many teachers see remedial teaching as just an 'extra class' or a punishment-like activity, when it's actually a targeted, individual and empathetic teaching process, not a punishment. Some teachers also assume one round of teaching is enough to close the gap, when it's actually a cyclical process.

Assessment idea

After the remedial round, give the same or an equivalent diagnostic test again and compare pre-test and post-test performance to measure the improvement, and repeat the remedial cycle again if needed.

Memory trick / exam tip

Remember the order: diagnosis (identify the error) → cause analysis → remedial teaching → re-evaluation. REET often asks 'which is the first step' or 'what comes after diagnosis', so never forget this sequence. Also remember that remedial teaching is a process of support, not punishment, so a student should never be made to feel embarrassed by it. Because REET regularly tests this order directly, it helps to say the four words to yourself in sequence — diagnose, analyse, teach, evaluate — until identifying which stage a question is describing becomes automatic.

Questions asked in REET 2024 (with solutions)

Question 115

By which of the following tests, the learning difficulties and weaknesses of students in a particular subject can be detected ?

  1. Aनिदानात्मक परीक्षण
  2. Bउपलब्धि परीक्षण
  3. Cमानसिक क्षमता परीक्षण
  4. Dबुद्धि लब्धि परीक्षण

Explanation

निदानात्मक परीक्षण (Diagnostic test) का उद्देश्य किसी विषय विशेष में विद्यार्थी की विशिष्ट अधिगम कठिनाइयों और कमजोरियों का पता लगाना है, जिसके बाद उपचारात्मक शिक्षण (remedial teaching) दिया जाता है। उपलब्धि परीक्षण केवल यह मापता है कि विद्यार्थी ने कितना सीखा।

Question 108

After diagnostic testing, it is necessary for mentally retarded students to :

  1. Aसामान्य शिक्षण
  2. Bप्रश्नवार शिक्षण
  3. Cअनुदेशनात्मक शिक्षण
  4. Dउपचारात्मक शिक्षण

Explanation

निदानात्मक परीक्षण (diagnostic test) से विद्यार्थियों की सीखने की कठिनाइयों और कमजोरियों की पहचान होती है। इसके बाद उन कठिनाइयों को दूर करने के लिए उपचारात्मक शिक्षण (Remedial teaching) दिया जाता है। निदान और उपचार साथ-साथ चलने वाली प्रक्रियाएँ हैं।

Question 92

How long should the process of remedial teaching continue ?

  1. Aजब तक छात्र रुचि ना लें
  2. Bजब तक विद्यालय में समय मिले
  3. Cजब तक अन्य अध्यापक कक्षा में नहीं आए
  4. Dजब तक छात्रों की कमी दूर ना हो

Explanation

उपचारात्मक शिक्षण (remedial teaching) का उद्देश्य निदान द्वारा पहचानी गई छात्रों की अधिगम कमियों को दूर करना है। इसलिए यह प्रक्रिया तब तक चलनी चाहिए जब तक छात्रों की कमी दूर न हो जाए। रुचि, समय की उपलब्धता या अन्य अध्यापक का आना इसकी समाप्ति का आधार नहीं हो सकता।

Question 95

Which statement is not correct for remedial teaching measures in mathematics ?

  1. Aकमियों का निराकरण शीघ्र किया जाए
  2. Bकमजोर विद्यार्थियों को पीछे की सीट पर बैठने के लिए कहना चाहिए
  3. Cछात्रों को व्यक्तिगत परामर्श दिया जाना चाहिए
  4. Dशिक्षण सहायक सामग्री का उपयोग करके अवधारणाओं को स्पष्ट किया जाना चाहिए

Explanation

उपचारात्मक शिक्षण में कमजोर विद्यार्थियों पर विशेष ध्यान देना होता है, इसलिए उन्हें आगे बैठाना चाहिए ताकि शिक्षक उनकी कठिनाइयों पर नज़र रख सके। उन्हें पीछे की सीट पर बैठाना उनकी उपेक्षा है, अतः कथन (B) सही नहीं है। कमियों का शीघ्र निराकरण, व्यक्तिगत परामर्श और शिक्षण सहायक सामग्री का प्रयोग — ये सभी सही उपाय हैं।

Practice questions

Question 1

The main purpose of a diagnostic test is to:

  1. Aग्रेड देना
  2. Bविशिष्ट अधिगम कठिनाइयों की पहचान करना
  3. Cविद्यार्थियों की आपस में तुलना करना
  4. Dपाठ्यक्रम पूरा कराना

Explanation

A diagnostic test aims to identify a student's specific learning difficulties in a subject, so that suitable remedial teaching can be given.

Question 2

Remedial teaching is generally given after:

  1. Aप्रवेश परीक्षा
  2. Bनिदानात्मक परीक्षण
  3. Cवार्षिक परीक्षा
  4. Dमौखिक परीक्षा

Explanation

Remedial teaching is given to address the difficulties identified by a diagnostic test.

Question 3

The very first step in the process of remedial teaching is:

  1. Aपुनर्मूल्यांकन
  2. Bत्रुटि/कठिनाई की पहचान (निदान)
  3. Cपुरस्कार देना
  4. Dकक्षा बदलना

Explanation

Remedial teaching always begins with diagnosis — that is, identifying the error or difficulty — before cause-analysis and remediation follow.

Question 4

The most suitable approach for remedial teaching in mathematics is to move:

  1. Aकेवल रटाना
  2. Bमूर्त से अमूर्त (concrete to abstract) की ओर बढ़ना
  3. Cसीधे कठिन प्रश्न देकर अभ्यास कराना
  4. Dबिना दोहराए अगली इकाई पढ़ाना

Explanation

For weaker students, moving from concrete material (like an abacus or blocks) toward abstract formulas/symbols is the most effective approach.

Question 5

In remedial teaching, where should a teacher seat a weak student in the classroom?

  1. Aपीछे की सीट पर
  2. Bआगे की सीट पर, शिक्षक के निकट
  3. Cकक्षा के बाहर
  4. Dकोई फर्क नहीं पड़ता

Explanation

A weak student should be seated near the front, close to the teacher, so they can get special attention; seating them at the back is a form of neglect.

Question 6

If many students repeatedly make the same mistake in comparing fractions (e.g. assuming a larger denominator means a larger fraction), the teacher should first:

  1. Aसभी को दंडित करना
  2. Bउस विशिष्ट भ्रांति पर केंद्रित छोटे समूह में पुनः-शिक्षण करना
  3. Cअगली इकाई पर बढ़ जाना
  4. Dअभिभावकों को बुलाना

Explanation

Identifying a shared misconception and running a focused re-teaching session for a small group is the most effective immediate remedial step.

Question 7

For how long should the process of remedial teaching continue?

  1. Aएक सप्ताह तक
  2. Bजब तक विद्यार्थी की पहचानी गई कमी दूर न हो जाए
  3. Cजब तक समय मिले
  4. Dसत्र में केवल एक बार

Explanation

The goal of remedial teaching is to fully close the specific identified gap, so it should continue until that gap is closed.

Question 8

How does a diagnostic test differ from an achievement test?

  1. Aयह विशिष्ट कठिनाइयों पर केंद्रित होता है, कुल उपलब्धि पर नहीं
  2. Bयह हमेशा अधिक कठिन होता है
  3. Cयह हमेशा वर्ष के अंत में लिया जाता है
  4. Dइसमें कोई प्रश्न नहीं होता

Explanation

A diagnostic test is focused on specific learning difficulties, not on overall achievement, unlike an achievement test.

Question 9

A teacher found that several Class 6 students make errors in the borrowing process while subtracting two-digit numbers. The most suitable remedial step is to:

  1. Aमौखिक रूप से केवल नियम दोहराना
  2. Bस्थानीय मान (place value) ब्लॉक/गिनतारे से क्रिया करके प्रक्रिया फिर से स्पष्ट करना
  3. Cअधिक कठिन घटाव प्रश्न देना
  4. Dविद्यार्थियों को अगली कक्षा में भेज देना

Explanation

Borrowing is a place-value concept, and re-clarifying the process using concrete material (an abacus/place-value blocks) through activity is the most effective remedial measure.

Question 10

The success of remedial teaching is measured by:

  1. Aविद्यार्थी की उपस्थिति से
  2. Bपुनः निदानात्मक/समतुल्य परीक्षण में सुधार से
  3. Cकक्षा के आकार से
  4. Dपाठ्यपुस्तक की मोटाई से

Explanation

The success of remedial teaching is measured by comparing pre- and post-performance through a repeated or equivalent diagnostic test after the remedial round.

Frequently asked questions

How many questions come from remedial teaching in REET?+

REET 2024 had 4 questions from this topic, a regular part of the Maths pedagogy section, often asked as 'identify the correct/incorrect measure'.

What's the relationship between a diagnostic test and remedial teaching?+

A diagnostic test identifies a student's specific difficulties, and remedial teaching is given based on that to address those difficulties — the two are interdependent processes that go hand in hand.

When should remedial teaching stop?+

Remedial teaching should continue until the student's identified gap is fully closed, not based on a fixed time limit, interest, or the teacher's convenience.

Is remedial teaching only for weak students?+

Mainly, yes — it's for students in whom a diagnostic test has identified specific learning difficulties, so they can be given individual attention and brought up to the general level, rather than giving the whole class the same treatment.

Does remedial teaching have to be given individually?+

Not necessarily. If several students share the same difficulty, they can be given remedial teaching together in a small group; entirely individual attention is only needed when a difficulty is truly specific to one student. The teacher's role here is that of a guide and a supporter, not an examiner. As you prepare for REET, remember this whole sequence like a story: identify first, then understand, then fix, then check.

Read next

Evaluation in Mathematics

Previous topic — types and tools of evaluation in maths.

Children's Mathematical Errors and Misconceptions

Next topic — a detailed list of common errors in maths.

REET Syllabus

See the complete REET Level 1 and Level 2 syllabus in one place.

REET 2024 Solved Papers

Read all of REET 2024's solved questions, subject by subject.

Change Log

  • 17 September 2026 — English page published — mirrors the fact-checked Hindi page, independently bilingual-accuracy checked