LA EVALUACIÓN DIAGNÓSTICA COMO ESTRATEGIA DIDÁCTICA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DE LA MATEMÁTICA

The article presents the main results obtained during the development of the first part of the research project, entitled “Study of academic performance in subjects of the Mathematics Discipline, of students entering the Pontificia Universidad Católica del Ecuador (PUCE)”. Initially, important didactic concepts defined in the context of the research appear in it, which become the starting point of the work de-veloped in the stage summarized in this document. The second part refers to the mathematical objects taken into consideration for the preparation of the questionnaire presented, used as a diagnostic evaluation to determine the knowledge and skills that students have when they arrive at PUCE, in the Mathematics Discipline. The diagnostic evaluation proposal presented was applied in some careers that have Mathematics subjects in their curricula. In the third and last part of the article is the analysis of the results. Concretely, it can be said in this summary that what is presented in the article integrates didactic strategies and components of the Teaching-Learning Process of Mathematics with emphasis on evaluation.