{'fraction_non_alphanumeric': 0.011691348402182385, 'fraction_numerical': 0.0, 'mean_word_length': 5.356435643564357, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A global approach to improve the mathematical level of engineering students

In higher education, it is generally assumed that the various tests organized by government educational institutions before entering the university are enough to guarantee the initial level of the students.
 The reality shows us that the levels of specific skills such as mathematics are very different than expected: the reason for this discrepancy lies in the strategies developed by the students to maximize their "access scores", which are allowed by the Spanish law for accessing the University.
 Nevertheless, university teachers don't have information about this kind of students' data although they are crucial and affect directly to their skills and performance in some disciplines. This paper analyzes the situation of the mathematical knowledge in engineering education and how it can be improved through some practical proposals with a global approach. This global approach includes an accurate diagnosis of the shortcomings of our students, the use of new technologies to correct their main misconceptions and the design of a teaching methodology based on the explicit correction of the most common errors found in written exams of the students in some participative-active classroom sessions.