Background: Mathematical competency is central to life in modern society, and it is particularly important for many occupations and professions. In Germany, young people with insufficient mathematical skills experience significant difficulties securing a training position within the dual system, and subsequently, they often enrol in pre-vocational programmes of the transition system. Thus, the various one-year pre-vocational training programmes aim to provide support for enhancing mathematical skills. Currently, there is a lack of information regarding whether fundamental competencies are effectively developed within the context of these pre-vocational training. Methods: Therefore, this paper examines how competencies develop and are enhanced over the course of 1 year, based on data (N = 1.258) from three different 1-year pre-vocational programmes. Growth was based on a multidimensional mathematical competency construct measured at two distinct points: at the beginning and at the end of the pre-vocational training. Results and discussion: Incorporating selected background variables, the results of the stable and valid measurement indicate that, on average, mathematical competencies did not change over the course of 1 year. However, when development was considered in greater depth, a second dimension became visible. Specifically, the mathematical competencies of one group of young people were lower after completing the prevocational programme than they were before, whereas another group achieved recognizable improvements in their competencies. © 2016 The Author(s).
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