Abstract
At the beginning of secondary school, on average, pupils’ performances in mathematics are lowerin areas targeted for special help in education (called “ZEP”) than in ordinary schools. In thisarticle a mathematics education study is presented that focuses on the teaching / learning processin the first year of secondary school. This study compares the work done in the ZEP class withthe one done in the ordinary school on the same section of the tenth-grade mathematics syllabus.After that an experiment was suggested to the teacher of the ZEP school which highlighted that aroom for improvement exists in the learning process of the pupils. The question would be: whatare the necessary conditions for this progression to happen, especially as far as the teachingprocess is concerned.