Abstract
Issues related to the failure of mathematics in engineering education and the negative impact of these difficulties on the success of the Differential and Integral Calculus curricular units taught in engineering courses are a problem to which we have devoted our attention and research. Most students entering higher education have a weak mathematics preparation. It’s even more aggravated due to the different areas of knowledge of its experience when entering engineering courses. The Support Center for Mathematics in Engineering (CeAMatE) in Coimbra Engineering Institute is a space dedicated to accompanying students to overcome difficulties in basic and elementary Mathematics knowledge, which is essential for full integration into engineering courses. In this Center, there is a set of activities and resources based in Primary and Secondary Education programs in Portugal, and in the Core Zero outcomes from the SEFI guidelines, Mathematics for the European Engineer—A Curriculum for the Twenty-First Century. These outcomes are grouped considering the different topics from Algebra, Analysis and Calculus, Discrete Mathematics, Geometry and Trigonometry, and Statistics and Probability. The Center also incorporates an e-learning component, adapting to learning styles and students’ knowledge levels. Diagnostic Test results provide information about the mathematical contents that should be worked with students. These results make it possible to define individual working plans that allow autonomous work in overcoming the difficulties in mathematics. Moreover, these individual plans allow to describe the evolution of students’ learning, through the monitoring and reformulation of knowledge acquisition. The objective of this study is to understand the relationship between the Diagnostic Test results, the attendance at CeAMatE, and the evaluations obtained in the Curricular Unit of Differential and Integral Calculus.
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