La influencia de la elección de materias en la Prueba de Acceso a la Universidad en los conocimientos matemáticos de los estudiantes de Ingeniería

Abstract

The research analyzes the level of knowledge of Calculus of 402 students who are starting university reading different degrees in Engineering during the academic years 2011-2012, 2012-2012- 2013 and 2013-2014. These differences are classified taking into account the way of entrance of the students and if they have selected taking the exam on Mathematics II included in the current Spanish Access to University Examination (PAU). An anonymous questionnaire, designed by the authors, is used for this purpose. From the results of the questionnaire it the presence of four significant groups of freshman students has been determined. A first group is formed by Upper Secondary Education students who have overcome the specific Mathematics test of the PAU; a second group corresponds to Upper Secondary Education students who have not passed this test in the PAU; the third group is formed by the students who have not sat this examination, and finally the fourth group is constituted by the students coming from Vocational Training Modules. Through the use of non-parametric analysis (analysis post-hoc based in Kruskal-Wallis’ contrast), it has been determined that these four groups show a significantly different level of Calculus knowledge. This situation affects teacher’s work in the first university courses because an important didactic adaptation task is required in subjects with mathematical content in order to alleviate these deficiencies in basic mathematical skills.