It is a fact that prior understanding eases the acquisition of a new concept. The aim of this study is to observe the evolution of threshold concepts within a Material Science subject and identify whether there is a deficient transfer of knowledge impeding the acquisition of discipline concepts. Given the importance of Mathematics background in the discipline of Materials Science, a voluntary multiple-choice quiz was designed for Mathematics concept checks and applied in class, during the first course session. The quiz consisted of 2 concepts, namely measuring units and formulas which were assessed in 2 dimensions: factual recalls and applications. The work group refers to International Exchange students incoming to Universitat Politècnica de València during the academic year 2024-2025. During the course, the mentioned Mathematics concepts were revisited together with the discipline’s ones in varying examples, to reinforce them and the transfer of prior knowledge. The evolution of threshold concepts was observed from the frequency of faulty / absent concepts and deficient transfer of knowledge in the initial quiz and in the midterm and final official examinations. The satisfaction survey results on the reinforcing instrument were contrasted with the evolution of concept frequency. The results of this study allow the identification of faulty or absent threshold concepts, as well as deficient transfer of Mathematics knowledge and the effect on the learning process within the discipline of Materials Science.

Acknowledgements:
Authors thank UPV for funding through Proyecto de Innovación y Mejora Educativa, PIME/22-23/342.

Keywords: Mathematics, materials science, threshold concept, quiz, international exchange.