MATHEMATICAL ERRORS IDENTIFIED IN THE DIAGNOSTIC EXAM IN FIRST SEMESTER STUDENTS OF CECyT 16 "HIDALGO" (Atena Editora)

Abstract

The research is a qualitative study conducted at ``Centro de Estudios Científicos y Tecnológicos``, Number 16 "Hidalgo", a high school belonging to the Instituto Politécnico Nacional. 16 "Hidalgo", a higher secondary school belonging to the National Polytechnic Institute; two years after having the face-to-face modality, there has been an increase in several mathematical errors implying a higher rate of failure or dropout; in the present return, the written evaluations (exams) were forced, with the analysis of the results of the new entrance groups of the school cycle 23-1 (August - December 2022) of the Algebra Learning Unit, showing a repetition of factors that affect the lack of previous knowledge of basic education (secondary level), besides that they come accustomed to bad study habits, copy and paste of concepts without the minimum interest in reading to know what they are talking about, plagiarism of activities and/or exercises, abuse of apps or web pages that solve tasks, disinterest, non-attendance, conformism, apathy, among others. These errors have become common among more students, a phenomenon that before the pandemic was not so visible and has aroused the concern of the teachers of the academy of Mathematics, since, of the ten and eight groups of new entrants, approximately forty students in each group, i.e. a population of 649 students was the sample of the analysis, with common results in errors such as: lack of mathematical spelling, correct application of properties, laws and mathematical axioms. These errors have become common among more students, a phenomenon that was not so visible before the pandemic and that has aroused the concern of the teachers of the Mathematics Academy, since, of the eighteen newly admitted groups, approximately Forty students from each group, that is, a population of 649 students, was the sample of the analysis, with common results in errors such as: the lack of mathematical spelling, correct application of mathematical properties, laws and axioms.