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In this paper we interpret pervasive difficulties with second degree inequalities as a macro-phenomenon emerging from Large Scale Assessment. In line with the theory of reification, we link common students' difficulties to approaches they use that undermine the intertwining of processes and the ensuing emergent mathematical objects. To frame the movement from process to object, we network the theory of objectification with Duval's semio-cognitive approach. We conclude that students' difficulties can be traced back to a disruption of the dialectical movement between process and object. Thus, the students lose the link to meaning, rooted in mathematical activity, and handle semiotic transformations out of the object-sign relation. Such a phenomenon is conceived as a macro-phenomenon emerging from the Italian educational system. [ABSTRACT FROM AUTHOR]