Problem Solving in Engineering Careers: Mathematical Competences and Types of Errors

Objective: In the framework of the Sustainable Development Goal on quality education (SDG 4), this study aims to analyse the performance and errors in solving limit problems of a real-valued function, in correspondence with competency-based education in engineering careers in the south of Chile. Theoretical Framework: Is based on two pillars: the classification of mathematical competences involving types of problems according to their nature and context of application, and the classification of errors in mathematics. Method: The methodological component is contextualised in a quantitative research, with a descriptive and explorative design, with elaboration, content validation and application of quantitative instruments, consisting of two parallel forms of open answer tests, based on limit application problems. The mathematical competences and errors made by students from five engineering careers from a public University are identified and characterized. Results and Discussion: The results show better performance only to solve routine-context problem-solving competence, thus they are oriented towards a rational solution or they use a suitable problem-solving method, achieving the correct solution. Regarding errors, most of them are related to techniques and the incorrect use of theorems and definitions of real-valued function limits of real variable. Research Implications: Research indicating that when mathematics is isolated from its use in engineering, an opportunity to promote a perception of the true value of its usefulness in the broadest sense is lost. Even students' perceptions would be significantly improved if engineering programmes in higher education included appropriate examples of applications of the use of mathematics in engineering. Originality/Value: This study provides valuable data, on the one hand, on problem-solving skills and their ability to apply mathematics to contextual world problems, and on the other hand, knowledge of the errors made in solving real function limit problems by engineering students at state universities.