Issues related to the failure of mathematics in the engineering education and the negative impact of these difficulties in the success of the Differential and Integral calculus curricular units are a problem to which we have devoted our attention and research. Most students entering higher education have a weak mathematics preparation. It’s even more aggravated due to the different areas of knowledge of its experience when entering engineering courses. One of themain recommendations to assess the level of basic and elementary knowledge inmathematics of the students is to apply a Diagnostic Test. The results provide information about the mathematical contents that should be worked with students, to define individualworking plans that allowautonomouswork in the Support Center for Mathematics in Engineering (CeAMatE). This Center is a space dedicated to accompanying students to overcome difficulties in basic and elementary mathematics knowledge, which is essential for full integration into engineering courses.
The relationship between diagnostic test results, the attendance at CeAMatE and the evaluations obtained in the Differential and Integral Calculus curricular units allow the construction of an intervention at the teaching/learning level that leads higher education institutions to overcome school failure and that induces greater student confidence in the Engineering degrees option.