Abstract:

This research is part of the Teaching Innovation Project of the University of Oviedo “Reinforcement of basic mathematical concepts throughout engineering degrees. Detection of conceptual errors "(PINN-18-A-087)

Several authors note that certain errors are made by a high percentage of students in mathematics subjects, as has also been detected in this paper. This circumstance seems to be widespread not only in Spain (Fernández, 2018; González et al., 2015; Nieto and Ramos, 2012; Rico, 1997), but also in several European countries (Kurz, 2010; Fhloinn and Carr, 2010). In the case of engineering students, several researchers (Mustoe, 2002; Kent and Noss, 2003; Bowen et al., 2007) have verified the existence of a deficient previous mathematical formation.

The reasons why students make mistakes in math can be very diverse. But when these errors are very similar between very different students, from different schools and without having had previous contact, the reason or reasons for these errors may be more limited. From this study we intend to study these errors.

In the studies carried out during the academic year 2017-18 by the Bacunimat group, formed by the teachers who applied for the Project referred to above, we highlight one of the conclusions obtained:
"The first-year students of the Engineering degree in the first four-month period come from high schools with some lack of conceptual knowledge of mathematical analysis. In the present Project it is verified that these insufficiencies improve after taking the subject of Calculus. In addition, no significant differences have been detected by the type of centre of origin, although they do depend on gender".

This paper analyzes the mathematical knowledge acquired by students of engineering degrees currently being studied at the Polytechnic School of Gijón (University of Oviedo), at the beginning of the second quarter of the first year. These students, therefore, have already taken the subjects of Calculus and Algebra and during the second term, they are taking Numerical Methods.

The research carried out is based on the analysis of the results of a questionnaire and a survey.
The questionnaire consisted of a test on basic mathematical concepts, consisting of a total of 8 questions, which was passed on to the students in the first class sessions of the Numerical Methods subject (January 2019). A total of 58 students responded to the questionnaire. The results obtained have made it possible to carry out an analysis of the degree of assimilation of the subjects of Calculus and Algebra by these students.

The purpose of the survey of student perception of their own level and of the subject is to ascertain their opinion regarding the subject of numerical methods, the level of mathematics that the student believes they have in order to take said subject, as well as the degree of satisfaction with the work carried out by the teachers in the face-to-face classes and in the forums of the Virtual Campus of the subject. This survey has been carried out until now (end of March 2019) by 27 students.

In addition, this paper also analyzes the relationship between the errors in fundamental concepts shown by students and the way in which these concepts are taught in high school courses.

Keywords:

Virtual Campus, Mathematics, Numerical Methods, Calculus and Algebra.