Abstract
This paper focuses on the pedagogical assessment of mathematical abilities and skills of primary school pupils. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny metod based on the constructivist approach.
Children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties, using standardised diagnostic methods. The results showed significant differences in favour of the control group, especially for children taught within a constructivist approach.