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Multiple Choice Questions (MCQ) - Destroying Math Skills of the students

Mathematics education has increasingly shifted towards multiple-choice assessments (MCAs) and away from traditional proof-based learning methods that emphasize deductive and inductive reasoning. While MCAs offer efficiency in testing, they undermine the development of fundamental math skills, impairing students' ability to engage deeply with mathematical concepts. Research studies have highlighted the negative impacts of these assessment styles on children's mathematical learning and cognitive development. The Effects of MCA on Mathematical Skills and Reasoning 1. Surface-Level Understanding and Rote Learning : MCAs often emphasize finding the correct answer rather than understanding the reasoning behind it. According to a study published in the *Journal of Education Sciences*, students exposed predominantly to MCAs tend to develop a surface-level understanding of mathematical concepts. The study found that these students often lack the depth of knowledge required to tackle non-standard problems, as they are not accustomed to explaining their reasoning or engaging deeply with mathematical ideas. 2. Reduction in Problem-Solving Abilities ; A study published in the Education Resources Information Center (ERIC) highlights that students who rely on MCAs demonstrate weaker problem-solving skills compared to those engaged in more open-ended tasks that require step-by-step reasoning and justification. The research found that MCAs do not encourage the critical thinking and analysis necessary to solve complex problems, which are core components of mathematical reasoning and are better developed through tasks requiring deductive and inductive proofs. 3. Limited Development of Self-Assessment Skills ; Self-assessment is crucial for developing metacognitive skills and enhancing problem-solving abilities in mathematics. Research conducted by Barana et al. (2022) investigated the role of self-assessment in mathematical problem-solving among high school students. The findings suggested that students who actively participated in self-assessment tasks were better at identifying their strengths and weaknesses, leading to improved problem-solving performance. In contrast, MCA-focused students rarely engaged in such reflective practices, resulting in less accurate self-evaluations and poorer mathematical skills development. 4. Decreased Engagement with Mathematical Reasoning ; The absence of proofs and reasoning tasks in MCA-style assessments removes opportunities for students to engage with complex mathematical arguments. According to research from ERIC, deductive and inductive reasoning are vital in developing students' ability to construct logical arguments and understand the steps needed to arrive at a solution. By omitting these tasks, MCAs fail to nurture students' reasoning skills, which are essential for higher-level math and real-world problem-solving. 5. Long-Term Impact on Cognitive Development: The same study from ERIC further highlights that students exposed to proof-based learning and reasoning tasks are better prepared for advanced mathematical concepts and real-world applications. Deductive reasoning encourages perseverance, strategic thinking, and the ability to articulate mathematical arguments—skills that are not adequately cultivated through MCA-style learning. The researchers emphasized that proof-writing helps students internalize mathematical concepts, unlike MCAs, which prioritize short-term recall over long-term understanding. Recommendations for Mathematics Education To counteract the detrimental effects of MCA-style learning, educators should incorporate more deductive and inductive reasoning tasks into the mathematics curriculum. Emphasizing proofs and open-ended problem-solving exercises can help students develop critical thinking skills, improve their ability to self-assess, and foster a deeper understanding of mathematical concepts. By moving away from an over-reliance on MCAs, educators can better prepare students for advanced mathematics and the analytical challenges they will face in real-world situations. **References**: Barana, A., Boetti, G., & Marchisio, M. (2022). Self-Assessment in the Development of Mathematical Problem-Solving Skills. *Education Sciences*, 12(2), 81. [Link](https://doi.org/10.3390/educsci12020081). ERIC Study on Mathematical Problem-Solving and MCA Effects. [Link to study](https://files.eric.ed.gov/fulltext/EJ.... ERIC Study on Deductive and Inductive Reasoning in Mathematics Education. [Link to study](https://files.eric.ed.gov/fulltext/EJ....