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The renewal of engineering education requires an education that is more affected by students' circumstances which, if known, will help to guide them into the future. It is about channelling the students towards learning, taking into account the factors related to the acquisition of knowledge and how they can share this knowledge with the teachers. The specific aim of the current study was to examine what it means for students to transition from secondary school to university and introduce changes to reduce the failures it generates. The causes of low grades in the initial phase of university are analysed; subsequently some remedies are included. First, to gather information, student surveys and interview activities, led by an expert, were conducted. Subsequently, compensatory actions were organized by experts, for students and teachers. The surveys were designed to provide a self-assessment of new students regarding dedication and performance, and were given to those who failed the first important exam, capturing how they experienced university entrance and their first failure. They point to some personal causes of low performance: time organization deficiencies, impediments to devoting themselves to continuous study, and difficulties to adapt. Half believe their dedication merits better learnings and marks, and stress the difficulties associated with an insufficient level of secondary education and with the types of exams. This study, encompassed within the framework of the activities dedicated to educational improvement at UPC, highlights the need to implement guidance and accompaniment actions devoted to first-year students.

Comparative mathematical textbook analysis aims at the determination of differences among countries concerning the development and transmission of mathematics. On the other hand, textual statistics provides a means to quantify a text by applying multivariate statistical techniques. So far this statistical approach has not been applied to comparative mathematical textbook analysis yet. The object of this paper is to quantify and compare the style of a number of textbooks on differential calculus written in 18th century Europe. To that purpose two multivariate statistical techniques have been applied: 1) simple correspondence analysis and 2) hierarchical clustering analysis. The results of both analysis help to detect some interesting associations among the analysed textbooks.

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