Resumen

FUENTES-LARA, Maximiliano de las; AGUILAR-SALINAS, Wendolyn Elizabeth  y  JUSTO-LOPEZ, Araceli Celina. Collegiate exam for differential calculus. The case of a public university in Mexico. Perfiles educativos [online]. 2021, vol.43, n.172, pp.124-141.  Epub 31-Ene-2022. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2021.172.59758.

This research analyzes the differential calculus collegiate exam in the 2018-2 and 2019-1 school cycles in a total of 3,751 first-semester students from several engineering careers at a Mexican public university. We consider the cognitive activity required for the resolution of each item and the representation registers, as well as the structural or procedural nature of the item in question. The results reveal that the collegiate exam is a reliable test with a satisfactory discerning power, with a majority of procedural items and with algebraic representations that help identify the teaching scheme. We also determined which items represent the greatest difficulty for the students, which ones take into account cognitive conversion activity, which are procedural, and which ones feature natural language and/or abundant algebraic language.

Palabras llave : Mathematics learning; Calculus; Learning difficulties; Teaching mathematics; Exams.

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