Abstract:

This work summarizes the general findings found in a group of 736 new students entering the Precalculus I course at the University of Puerto Rico, Mayagüez Campus (UPRM), regarding what has been called conceptual and procedural weaknesses, that is, to what the student should know before coming into contact with the subject to be developed in the Precalculus I course. A general summary is presented on a weekly survey carried out with the collaboration of 13 mathematics teachers with this group of students, who weekly reported all those concepts that, according to the criteria of each of these teachers, the student should know or have knowledge of. All these teachers developed the same topics weekly, since the precalculus I course was organized under the same academic calendar and following the same base book. This work is part of a first result obtained in the research that is being carried out under the modality of "Corequisite Support" at the UPRM in the course of Precalculus I. This first part will serve as a basis for building a future implementation and investigation of what was found here around each report.

Keywords:

Mathematics, education, strategy.