Abstract
The adaptation of first-year students to the learning process at a technical university depends, in particular, on residual knowledge in the disciplines previously studied in the school curriculum, including mathematics. The article presents the results of written control («entrance control») in elementary mathematics, conducted annually in September to test the residual knowledge of first-year students of the Omsk State Technical University (OmSTU). Analysis of the data obtained showed that during the observation period (2017-2022) there were no significant changes in the level of mathematical training
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