The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.

ResumenEste artículo describe parte de una investigación realizada en la enseñanza secundaria cuyo objetivo fue diseñar una evaluación en el campo del desarrollo valórico considerando la resolución de problemas en matemática, aplicada a 285 estudiantes de segundo año de 23 establecimientos científico-humanista municipales de la Región de Los Ríos y de la Región de Los Lagos de Chile. La metodología usada para su desarrollo fue cualitativa y cuantitativa, e incluyó entrevistas y aplicación de una prueba de situaciones problemas de matemática asociados a valores. Los resultados encontrados evidenciaron la falta de integración de la enseñanza de valores en la formación disciplinaria, además del limitado grado de habilidad de los estudiantes en la resolución de problemas. Palabras-claves: AbstractThis article describes part of a research project conducted in secondary education settings whose objective was to design an assessment in the area of values development * Doctora en Educación con Especialización en

Being able to understand a written text is an essential life skill, as is solving a problem, which configures a bidirectional relationship between both skills. With regard to reading comprehension, at least three specific levels are required to achieve a full understanding of a text: literal, inferential, and critical. For its part, mathematics has changed substantially in recent decades, prioritizing problem-solving as the central axis of the teaching process as it constitutes a resource for learning. This study connects both skills and aims to design and validate a mathematical problem-solving test contextualized to the quadratic function, to assess the level of reading comprehension of secondary school students. The study is nonexperimental, cross-sectional, and focused on psychometric aspects since it aims to validate a measurement instrument. It was applied on a pilot basis to three municipal secondary education courses in Chile. The content, construct, discrimination, and reliability validation tests carried out allowed us to demonstrate that the problem-solving test contextualized to the quadratic function is a reliable instrument to produce knowledge in educational research.

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El propósito de esta investigación, es mostrar la elaboración y validación por contenido en base al juicio de expertos en el tema, de un instrumento evaluativo basado en competencias blandas o transversales que permitan monitorear la adquisición de estas habilidades en educadores de párvulos, las cuales son consideradas en la actualidad por la literatura tanto nacional como internacional, imprescindibles en su formación, por su complementación con las llamadas competencias duras o genéricas. Un buen educador no solo debe reunir requisitos de tipo intelectual, sino también sociales, emocionales y personales, lo que en el ámbito educativo tiene como consecuencia cambios de dirección y orientación hacia competencias más afectivas. En el caso del alumnado de edades más pequeñas, como son los de Educacion Parvularia o Primera Infancia, los futuros docentes tendrán un papel crucial en el desarrollo de estas habilidades blandas o transversales, como por ejemplo, en la autorregulación cognitiva y emocional. Además, esas competencias sociales y emocionales que se activen a esas edades tan tempranas, jugaran un papel fundamental en el posterior desarrollo del infante.Palabras clave: Competencias Blandas. Educación Parvularia. Instrumento Evaluativo. Educación Superior.Desenvolvimento a Validação de um Instrumento de Avaliação para Monitorar a Aquisição de Soft Skills em Estudantes de GraduaçãoResumoO objetivo desta pesquisa é mostrar a elaboração e validação por conteúdo com base na opinião de especialistas no assunto, de um instrumento de avaliação baseado em competências transversais ou flexíveis que permitam monitorar a aquisição dessas habilidades em educadores de infância, atualmente consideradas pela literatura nacional e internacional, essenciais em sua formação, para complementação com as chamadas habilidades duras ou genéricas.Um bom professor deve não apenas atender aos requisitos intelectuais, mas também sociais, emocionais e pessoais, o que no campo educacional resulta em mudanças de direção e orientação para habilidades mais afetivas. No caso de estudantes de idades menores, como os de Educação Infantil ou Primeira Infância, futuros professores terão um papel crucial no desenvolvimento dessas habilidades suaves ou transversais como, por exemplo, na auto-regulação cognitiva e emocional. Além disso, as competências sociais e emocionais ativadas nessas idades iniciais terão um papel fundamental no desenvolvimento subsequente desenvolvimento infantil.Palavras-chave: Soft Competencies. Educação Infantil. Instrumento Avaliativo. Educação Superior.Elaboration and Validation of an evaluation instrument to monitor the acquisition of soft skills in undergraduate studentsAbstractThe purpose of this research is to show the elaboration, and validation by content based on the judgment of experts in the topic of an evaluative instrument based on soft skill or transversal competences that allow monitoring the acquisition of the abilities in nursery education, which are currently considered by both national and international literature, essential for the complementation with the so-called hard or generic skills. A good teacher must not only meet intellectual, but also social, emotional and personal requirements, what in the educational field has as a consequence changes of direction and orientation towards more affective competences. In the case of students of smaller ages, such as those of nursery education o early childhood, future teachers will have a crucial role in the development of these soft or transversal skills, such as cognitive and emotional self-regulation. In addition, those social and emotional skills that are activated at these early ages, it will play a fundamental role in the further development of the infant.Keywords: Soft Skills. Nursery Education. Evaluation Instrumen. Higher Education.