The aim of this study is to observe the evolution of Mathematics threshold concepts across different generations of international students with emphasis on the differences shown for the enrolled subject, namely Material Science and General Chemistry, in order to identify whether there is a deficient transfer of knowledge impeding the acquisition of subject concepts. Given the importance of Mathematics background in both subjects, a voluntary multiple-choice survey was designed for Mathematics prior concept consisting of 2 concepts, namely measuring units and formulas which were assessed in 2 dimensions: factual recalls and applications. The evolution of threshold concepts was observed from the frequency of faulty / absent concepts and deficient transfer of knowledge in the initial quiz and the final official exam. The student perception on their subject understanding and enthusiasm towards the acquisition of new concepts were taken into account in the assessment of the Mathematics concept knowledge evolution.

Keywords: Threshold Concepts, Mathematics, Material Science, General Chemistry.