Abstract:

Numerous reports show the low preparation of high school students in math in order to deal the subjects of the first courses in college, especially in the degrees of Engineering and Architecture. Recently, the Pisa report of the European Union finds this situation underprepared students in mathematics [1]. This article is the result of research work carried out in my Final Work Master in High School Professorship. The methodology that I have used is based on interviews with teachers, student surveys and analyzed from different perspectives in order to contrast initial basic premise: students have increasingly less motivated by mathematics. The central body of work addresses the math skills of students at the end of the pre-university stage, particularly those who intend to start studies of Engineering and Architecture. Currently, the society is in a world where new technologies are changing permanent and transforming that in its own customs, values and culture. Now, students have a number of concerns and needs that keep away them gradually to the form present teaching. It needs an urgent change. In the technology area, future architects, engineers and related technical engineering areas need a good basic training in key areas such as physics and mathematics. In the last decade there has been a substantial change: students have gone from a mentality knowledge being an aspect much appreciated to, at present, have other concerns and are overly motivated only by the final results, simplifying things: obtain the necessary score to access a particular race, beyond acquiring a good preparation [2]. In this study it has been carried out by performing a series of tests and surveys where students have been compared to initial university level and last year of High School. The results have been conclusive, students have poor mathematics knowledge to start University Degree of Engineering and Architecture [3]. This article is organized, first, works with similar objective are reviewed, then the working hypotheses are set, followed contrasted by surveying students and interviews with teachers, finally data analysis is presented, conclusions and proposals for approach the problem.

References:
[1] OCDE Pisa Report 2014 http://www.mecd.gob.es/inee/Ultimos_informes/PISA-2012-resolucion-de-problemas.html
[2] Courcel, M.J.; García, A.; Rodríguez, A. & Romero, M.A. (2009). ¿Qué opinan los alumnos universitarios sobre las nuevas metodologías activas de enseñanza? Revista de Curriculum y Formación del Profesorado, 13 (1), 305-319.
[3] Belvis Pons, E., Moreno Andrés, M.V. & Ferrer Julià, F. (2009). Los factores explicativos del éxito y fracaso académico en las universidades españolas, en los años del cambio hacia la convergencia europea. Revista Española de Educación Comparada, 15, 61–92. Numerosos informes muestran la baja preparación de los alumnos de bachillerato en matemáticas de cara a afrontar las asignaturas de los primeros cursos en la Universidad, especialmente, en los grados de Ingeniería y Arquitectura.

Keywords:

Mathematics Knowledge, Pre-University level, Students Motivation, Academic Results.