Analysis of the Assessment of Prior Mathematical Knowledge of Students Entering the Differential Calculus Course During the COVID-19 Pandemic
Abstract
This work focuses on characterizing the prior mathematical knowledge of students taking Differential Calculus with the instrument of Rojas and Toscano (2021). This is a non-experimental cross-sectional descriptive quantitative research involving 162 students placed in emergency teaching due to the COVID-19 pandemic. The results obtained show deficiencies of previous knowledge framed by conceptual errors, procedural errors and lack of mathematical reasoning and data interpretation. Among them, errors in mathematical concepts and skills such as factoring, identification of similar terms, operation of arithmetic and algebraic fractions, development of powers and problem solving that hinder and prevent the learning of differential calculus. Finally, a strategic plan is proposed and annexed for the improvement of previous knowledge from the perspective of problem-based learning, which seeks to influence educational innovation and be a bridge for the development of meaningful learning.
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