“Matemática para hacer” is a pedagogical proposition specially designed to broaden the academic breadth between the secondary school level and the level necessary for a successful entrance into national universities.

The statistics speak for themselves about the lack of coordination between the different education levels. Studies show that it is not a failure on the part of either institution, but rather a feedback problem between the expectations of the universities and the actual abilities of their applicants. It is for this reason that “Matemática para hacer” provides a special section to reproduce admission exam questions from universities such as UNMdP, Fac de Cs Exactas, Universidad del CEMA, Universidad de San Andrés, Universidad Torcuato Di Tella, and Universidad Católica Argentina in each conceptual unit. Reconciling the necessary national academic requisites for a superior education, as was mentioned earlier, with international proposals implies giving an emphasis to each thematic unit that involves algebra, functions, and applications to problematic situation that allows students to develop abilities in calculus, predictions, technology and symbolic language, reasoning strategies, and criteria for acceptable results.

The success or failure of this pedagogical proposition can be evaluated in terms of the success or failure of students on the math exams for entrance into the universities. Currently, more than eighty percent of the students pass their exam on the first time, allowing us to be assured that this is a viable proposal with concrete and reachable objectives.