<?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>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262019000100034</article-id>
<article-id pub-id-type="doi">10.29156/inter.6.1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La brecha secundaria-universidad: diagnóstico de los estudiantes de Agronomía en el curso inicial de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The gap between secondary education and university: diagnose of Agronomy students in mathematics introductory course]]></article-title>
<article-title xml:lang="pt"><![CDATA[A lacuna ensino médio-universidade: diagnóstico de estudantes de Agronomia no curso inicial de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gravina]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Facultad de Agronomía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<fpage>34</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262019000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262019000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262019000100034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ante la brecha ineludible que representa el pasaje de secundaria a la universidad, con un contexto sumamente heterogéneo de saberes y experiencias tanto cognitivas como afectivas, el objetivo de este estudio fue conocer la preparación y los procesos de aprendizaje del estudiante de Agronomía en su año de ingreso a la facultad. La metodología utilizada fue cuantitativa y se trabajó con la generación 2017 en base al curso introductorio de matemáticas. Se trabajó con herramientas de diagnóstico y se evaluaron los resultados del curso. Los resultados mostraron una tendencia de los estudiantes a sobrevalorar su preparación y a mantener una motivación extrínseca. Estas características explican el comportamiento de la generación y, sumadas a las características propias del estudiante en la transición secundaria-universidad, se constituyen en una base para desarrollar estrategias de enseñanza-aprendizaje. Este diagnóstico nos enfrenta como docentes a la necesidad de sumar estrategias de aprendizaje a la implementación de los contenidos de nuestros cursos. El supuesto de que el estudiante al ingreso a la universidad posee una capacidad autorregulatoria desarrollada no se cumple en la mayoría de los casos, lo que contribuye a bajos desempeños y todo lo que esto trae aparejado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary The goal of this study was to assess previous knowledge and learning processes of the Agronomy students in their first year of college. Quantitative methodology was used on 2017 cohort in the context of the introductory mathematics course. Diagnose instruments and the course results were analyzed for this purpose. Results showed a trend for overvaluing knowledge and keeping extrinsic motivation. These features explain the cohort behavior as long as their features in the transition from secondary education to the university, generating a starting point to develop teaching and learning strategies. This situation compelled us, as teachers, to add learning strategies in our courses implementation. The assumption that students in their first year have developed autoregulation is not true in most of the cases, which contribute to low performances and their consequences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Dada a lacuna inevitável que representa a passagem do ensino médio para a universidade, com um contexto altamente heterogêneo de conhecimentos e experiências cognitivas e afetivas, o objetivo deste estudo foi conhecer os processos de preparação e aprendizagem do aluno de agronomia em seu ano de admissão ao corpo docente. A metodologia utilizada foi quantitativa e trabalhamos com a geração 2017 com base no curso introdutório em matemática. Trabalhamos com ferramentas de diagnóstico e avaliamos os resultados do curso. Os resultados mostraram uma tendência dos alunos em superestimar sua preparação e manter uma motivação extrínseca. Essas características explicam o comportamento da geração e somam-se às características do estudante na transição da universidade a secundária, constituindo uma base para o desenvolvimento de estratégias de ensino-aprendizagem. Este diagnóstico nos confronta como professores com a necessidade de adicionar estratégias de aprendizagem para a implementação dos conteúdos de nossos cursos. A suposição de que o aluno na admissão à universidade tem uma capacidade de autorregulação desenvolvida não é cumprida na maioria dos casos, o que contribui para o baixo desempenho e tudo o que isso traz.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ingreso a la universidad]]></kwd>
<kwd lng="es"><![CDATA[procesos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="en"><![CDATA[university first year]]></kwd>
<kwd lng="en"><![CDATA[learning process]]></kwd>
<kwd lng="en"><![CDATA[autoregulation]]></kwd>
<kwd lng="pt"><![CDATA[entrada na universidade]]></kwd>
<kwd lng="pt"><![CDATA[processos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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