This research presents the results of a study that involved the construction and validation of a measuring instrument to evaluate the algebra, trigonometry, and geometry skills that university students possess when starting an engineering degree and which are critical for students to perform properly in calculus courses. The instrument was designed by faculty members from the field of mathematics, all of whom hold at least a master’s degree and have taught calculus in the past. The study comprised of 40 items and its quality analysis was based on data collected from 875 incoming first-year students during the 2020-2022 academic cycle. Data analysis showed that items with medium difficulty and high discrimination have the highest predictive coefficient and correspond mainly to the field of geometry, specifically the topics of the straight line, circumference, and the cal culation of surfaces and volumes of geometric shapes. The present research provides teaching staff with important elements to adapt or modify their instructional designs and improve the learning quality of higher education students in the field of calculus. Additionally, secondary school teachers may benefit from these results regarding the greater challenges students face when enrolling in engineering programs.
Please, cite this article as follows: De las Fuentes-Lara, M., Aguilar-Salinas, W. E., Justo-López, A. C., & Iñiguez-Monroy, C. G. (2022). Medición de las habilidades algebraicas, trigonométricas y geométricas de los estudiantes en el curso de cálculo diferencial en ingeniería | Measuring students’ algebra, trigonometry, and geometry skills on a differential calculus for engineering course. Revista Española de Pedagogía, 80 (282), 289-308. https://doi.org/10.22550/REP80-2-2022-07