<![CDATA[Basic mathematical skills constitute a crucial foundation for prospective mathematics teachers, as weaknesses in this competence may hinder conceptual understanding, the development of Pedagogical Content Knowledge (PCK), and readiness to teach effectively. Therefore, an early diagnostic assessment of prospective teachers' mathematical competence is important to provide empirical evidence for curriculum improvement in mathematics teacher education programs. This study aims to identify the profile of prospective teachers' basic mathematical skills and formulate curriculum implications based on diagnostic findings. A quantitative descriptive approach was employed involving 85 third-semester students of the Mathematics Education Program at one of the teacher education institutions (LPTK) in North Sumatra Province, Indonesia, selected through random sampling. The research instrument consisted of a written test containing 40 multiple-choice items covering five junior secondary mathematics content domains: number, algebra, measurement, geometry, and data analysis and probability. Data were analyzed using descriptive statistical techniques to determine achievement percentages across domains and identify patterns of students’ weaknesses. The findings reveal that 91.76% of students were categorized as having low mathematical ability, with an average score of 29.86 on a 100-point scale. Domain-based analysis showed that algebra achieved the highest percentage (38.55%), followed by data analysis and probability (37.84%), geometry (28.24%), number (24.00%), and measurement (20.67%) as the weakest domain. These findings indicate the need for curriculum interventions, including matriculation programs, redesigning junior secondary mathematics courses through Hypothetical Learning Trajectory (HLT), implementing Realistic Mathematics Education (RME), and conducting periodic diagnostic assessments to strengthen prospective teachers' mathematical foundations.]]>
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