Abstract:

This paper presents our experience in evaluating Threshold Mathematics Concepts as background knowledge for students from University Politecnica de Valencia enrolled to Materials Science subject. The objective of the evaluation tool is to identify whether there is a deficient transfer of prior knowledge impeding the learning process. The focus group includes engineering students enrolled at two faculties, namely Design Engineering and Industrial Engineering, in their second year of studies. For this purpose, a voluntary and anonymous ten-item multiple-choice quiz was designed and applied during the academic years 2022-2023 and 2023-2024 in the first week. The quiz was designed considering two basic Mathematics concepts important in the field of Materials Science, namely measuring units and formulas, both in terms of factual recall and concept application. The proportion of factual recall and concept application items in the quiz was 20%-80%. The learning process was assessed by considering the quiz results and the obtained qualification at midterm exams. The results obtained in this assessment experience allowed to relate the student preparedness and areas of weakness in the learning process as a function of pursued engineering degree, namely Design Engineering and Industrial Engineering and across consecutive academic years.

Keywords:

Materials science course, mathematics, concept quiz, threshold knowledge, evaluation.