Coordination between High School and University Teachers in Spain to Reduce Mistakes in Calculus

Fernando Sánchez Lasheras,Manuel José Fernández Gutiérrez,Juan Cereijo Viña

doi:10.3390/math7090817

Fernando Sánchez Lasheras, Manuel José Fernández Gutiérrez + Show 1 more

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https://doi.org/10.3390/math7090817

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Journal: Mathematics	Publication Date: Sep 4, 2019
Citations: 1	License type: CC BY 4.0

Affiliation: University of Oviedo

Abstract

In level tests carried out in recent years to evaluate the competence acquired by calculus students enrolled in the Computer Software Engineering degree at the University of Oviedo, it has been observed that a significant percentage of students make very similar conceptual errors. This article describes the research undertaken by a working group of teachers called BACUNIMAT, currently made up of two university professors and five high school professors. The name BACUNIMAT is the acronym in Spanish for the High School and University Teachers Working Group. The aim of this research group was to analyze the main deficiencies in mathematical knowledge that students possess upon arrival at university. The analysis was performed in order to propose solutions to alleviate these deficiencies. The research proposes how to focus mathematical teaching in secondary schools in order to better prepare students for university.

Highlights

At the Conference of Rectors (CRUE), many of its members asked that communication with secondary education be “more intense and fluid” so that the “bridge” between baccalaureate and university studies “will be much safer and the jump less great” [1]
This work is in line with the strategic objective of the University of Oviedo, which demands “greater collaboration with secondary education” [2], since the participation of high school teachers has been fundamental in its development
The first-year students come from the Baccalaureate centres with some lack of conceptual knowledge concerning mathematical analysis

Summary

Introduction

At the Conference of Rectors (CRUE), many of its members asked that communication with secondary education be “more intense and fluid” so that the “bridge” between baccalaureate and university studies “will be much safer and the jump less great” [1]. In Spain, the baccalaureate is formed of two academic years that students must pass before starting their university degrees. CRUE, established in 1994, is a non-profit association formed by a Spanish both public and private universities. It is involved in the development of all the normative dimensions that affect higher education in Spain.

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