<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000100145</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i20.675</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimientos matemáticos de los estudiantes de primer ingreso del CUValles de la Universidad de Guadalajara]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Knowledge of First Entry Students of the Centro Universitario de los Valles of the Universidad de Guadalajara]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento matemático de alunos iniciantes no CUValles na Universidade de Guadalajara]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Díaz]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Mora]]></surname>
<given-names><![CDATA[Emilio Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Mayorga]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Gómez]]></surname>
<given-names><![CDATA[Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de los Valles ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de los Valles ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de los Valles ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias Exactas e Ingenierías ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la presente investigación se analizan los conocimientos en matemáticas que tienen los estudiantes de primer ingreso de las licenciaturas de Administración, Turismo, Contaduría Pública, Tecnologías de la Información y las ingenierías en Mecatrónica, Electrónica y Computación, Instrumentación Electrónica y Nanosensores, Diseño Molecular de Materiales, Geofísica y Sistemas Biológicos. Se trata de identificar los conocimientos básicos y las deficiencias de los alumnos en esta área antes de cursar asignaturas como Matemáticas I o Precálculo (según sea el caso) para contribuir a erradicar la reprobación, el rezago y el posible abandono de los estudios de licenciatura. Se aplicó una prueba que consta de 15 reactivos de opción múltiple a 413 estudiantes de dichos programas educativos. Una vez realizado el análisis, se encontró 44.20 % de respuestas incorrectas, 52.98 % de respuestas correctas y 2.82 % de respuestas sin contestar. Se obtuvo una calificación promedio de 52.97 (reprobatoria); solo tres estudiantes contestaron correctamente los 15 reactivos; un estudiante acertó solo uno del total de reactivos. El reactivo 13, donde se requiere expresar algebraicamente el perímetro de un rectángulo a partir de una expresión verbal, obtuvo el mayor número de respuestas incorrectas, con 11.56 %. El reactivo 14, que consiste en identificar el procedimiento para resolver una ecuación de primer grado con una incógnita, registró el mayor número de respuestas correctas, con 10.69 %. Los programas que obtuvieron un promedio mayor al general (52.97) fueron las ingenierías en Mecatrónica, en Instrumentación Electrónica y Nanosensores, en Diseño Molecular de Materiales, en Geofísica y la licenciatura en Contaduría Pública; el resto tuvo una nota por debajo del promedio general. Solamente en ingeniería Mecatrónica e ingeniería Geofísica se obtuvieron promedios de calificación aprobatoria. Por lo anteriormente indicado, es necesario que en todas las licenciaturas se subsanen estas carencias, apoyándose en los cursos de Matemáticas I y Precálculo, y en específico se requiere de fortalecer los conocimientos en fracciones, exponentes, jerarquía de operaciones, ley de los signos y operaciones algebraicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this research, we analyze the knowledge in mathematics that have the first entry students of the Bachelor of Administration, Tourism, Public Accounting, Information Technology and Engineering in Mechatronics, Electronics and Computation, Electronic Instrumentation and Nanosensors, Molecular Design of Materials, Geophysics and Biological Systems. The goal is to identify the basic knowledge and the deficiencies of the students in this area before taking subjects such as Mathematics I or Pre-calculus (according to the case), so that these deficiencies do not contribute to failure, backwardness and possible abandonment of undergraduate studies. A test consisting of 15 multiple choice questions was applied to 413 students of these educational programs. As part of the analysis, it was found 44.20% of incorrect answers, 52.98% of correct answers and 2.82% of unanswered answers. An average score of 52.97 (failing) was obtained; only 3 students correctly answered the 15 questions and one student got a correct answer of the 15. The item 13, which requires to express algebraically the perimeter of a rectangle from a verbal expression, was the one that obtained the highest number of incorrect answers with 11.56%. Question 14, which consists in identifying the procedure to solve a first degree equation with an unknown, was the one that obtained the highest number of correct answers with 10.69%. The educational programs that obtained an average higher than the general average (52.97) were Mechatronics Engineering, Electronic Instrumentation and Nanosensors, Molecular Design of Materials, Geophysics and the Bachelor of Public Accounting; the rest had an average below the general average. Only Mechatronic Engineering and Geophysical Engineering students obtained passing grades averages. It is necessary that all bachelor's degrees correct these gaps, relying on the courses of Mathematics I and Precalculus. It is necessary to strength knowledge of fractions, exponents, hierarchy of operations, law of signs, and algebraic operations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa analisa os conhecimentos matemáticos dos alunos do primeiro ano do Bacharelado em Administração, Turismo, Contabilidade Pública, Tecnologia da Informação e engenharia em Mecatrônica, Eletrônica e Computação, Instrumentação Eletrônica e Nanossensores, Projeto Molecular de Materiais, Geofísica e Sistemas Biológicos. O objetivo é identificar o conhecimento básico e as deficiências dos alunos nessa área antes de cursar matérias como Matemática I ou Pré-cálculo (conforme o caso) para ajudar a erradicar o fracasso, o atraso e o possível abandono dos estudos de graduação. Um teste composto por 15 itens de múltipla escolha foi aplicado a 413 estudantes dos referidos programas educacionais. Após a análise, foram encontrados 44,20% de respostas incorretas, 52,98% de respostas corretas e 2,82% de respostas não respondidas. Foi obtida uma nota média de 52,97 (reprovada); apenas três alunos responderam os 15 itens corretamente; um aluno correspondeu a apenas um do número total de itens. O reagente 13, em que é necessário expressar algebricamente o perímetro de um retângulo a partir de uma expressão verbal, obteve o maior número de respostas incorretas, com 11,56%. O reagente 14, que consiste em identificar o procedimento para resolver uma equação de primeiro grau com uma variável desconhecida, registrou o maior número de respostas corretas, com 10,69%. Os programas que obtiveram média mais alta que a média geral (52,97) foram de engenharia em mecatrônica, instrumentação eletrônica e nanossensores, design de materiais moleculares, geofísica e graduação em contabilidade pública; o restante ficou abaixo da média geral. Somente na engenharia mecatrônica e na engenharia geofísica foram obtidas as médias das notas de aprovação. Pelo exposto, é necessário que essas deficiências sejam corrigidas em todos os graus, contando com os cursos de Matemática I e Pré-cálculo, e especificamente é necessário fortalecer o conhecimento em frações, expoentes, hierarquia de operações, lei de sinais e operações algébricas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimientos matemáticos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes primer ingreso]]></kwd>
<kwd lng="es"><![CDATA[programa educativo]]></kwd>
<kwd lng="es"><![CDATA[test]]></kwd>
<kwd lng="en"><![CDATA[mathematics knowledge]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[first entry students]]></kwd>
<kwd lng="en"><![CDATA[educational program]]></kwd>
<kwd lng="en"><![CDATA[test]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento matemático]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[alunos da primeira entrada]]></kwd>
<kwd lng="pt"><![CDATA[programa educacional]]></kwd>
<kwd lng="pt"><![CDATA[teste]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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