Abstract:

The problems related to the transition from high school to university studies are well known and common throughout the world. In fact, nowadays, there is a large body of literature on how support and guidance policies can improve the performance of university students. In the case of mathematics, several authors have emphasized the importance of the problem of adaptation to the university. It seems clear to many authors, and we agree with them, that the transition from high school to college mathematics studies involves quite a few adjustments.

There are reports showing dissatisfaction with the mathematical ability of new students at Irish universities. From our point of view, the situation in Spain is very similar to the Irish case. A study published a few years ago analyzed the strategies applied in 34 Spanish public universities.

In the Spanish high school, as a general rule, the relationship between teachers and students is closer than in the University. Attendance to classes is compulsory in the Baccalaureate, unlike at the University in which it is usually only in some practical classes.

The majority profile of the student entering engineering degrees is that of a student who has completed the Baccalaureate in the Science modality, with a certain knowledge of some systematic processes of mathematics but with significant deficiencies in conceptual aspects of the discipline.

A Study carried out by the authors lead us to the conclusion that more coordination is needed between teachers at both levels when the curricula of mathematics subjects are developed both in high school and in engineering degrees. While it is true that there is coordination to prepare the university entrance exam, it is no less true that in high school mathematics subjects the aspects of the curriculum that are directly related to the entrance exam are focused on.

From the point of view of the authors, it is believed that less time should be spent on the procedural aspects of mathematics and more time must be devoted to the conceptual aspects. It is thought that the second year of high school mathematics curriculum is very extensive and that some content should focus more on carrying out laboratory practices with the help of a mathematical software. Some authors have confirmed that certain errors are made by a high percentage of students. This circumstance seems to be widespread not only in Spain, but also in various European countries.

This paper analyzes the Calculus mathematical knowledge that new students have at the University of Oviedo in the 2019-2020 academic year. For this purpose, two different samples are employed. A total of 94 first year students of the Degree in Computer Software Engineering are taken as a sample.

The main objective of this research is to diagnose some of the deficiencies presented by the students of the Calculus subject, at the beginning of university studies. In this way, it is easier to carry out coordination activities with high school mathematics teachers.

Keywords:

Mathematical education, mathematical errors, secondary school mathematics, undergraduate mathematics.