A psychological and communitarian perspective of early attention to psychoses

The authors discuss the characteristics and the preliminary findings of the Prevention in Mental Health ‑ EAPPP (Early Detection & Attention of Patients with Risk of Psychosis), a team inserted in the public Primary Health Care System of Barcelona, Spain. Special attention is given to the four core domains of the team work: selection of target populations, the system for detection of first episode psychosis (FEP) and at‑risk mental state (ARMS) subjects in the community, the close relationship with the social and educational systems, and the psychoanalytic components of the inter‑paradigmatic framework. The community focused work and the psychological and inter‑paradigmatic framework are core differential components of the EAPPP unit in the field of EPA (early psychosis attention)

Students’ Evolving Meaning About Tangent Line with the Mediation of a Dynamic Geometry Environment and an Instructional Example Space

In this paper I report a lengthy episode from a teaching experiment in which fifteen Year 12 Greek students negotiated their definitions of tangent line to a function graph. The experiment was designed for the purpose of introducing students to the notion of derivative and to the general case of tangent to a function graph. Its design was based on previous research results on students’ perspectives on tangency, especially in their transition from Geometry to Analysis. In this experiment an instructional example space of functions was used in an electronic environment utilising Dynamic Geometry software with Function Grapher tools. Following the Vygotskian approach according to which students’ knowledge develops in specific social and cultural contexts, students’ construction of the meaning of tangent line was observed in the classroom throughout the experiment. The analysis of the classroom data collected during the experiment focused on the evolution of students’ personal meanings about tangent line of function graph in relation to: the electronic environment; the pre-prepared as well as spontaneous examples; students’ engagement in classroom discussion; and, the role of researcher as a teacher. The analysis indicated that the evolution of students’ meanings towards a more sophisticated understanding of tangency was not linear. Also it was interrelated with the evolution of the meaning they had about the inscriptions in the electronic environment; the instructional example space; the classroom discussion; and, the role of the teacher

Development of a methodology for extreme flood estimation

The development of a methodology for extreme flood estimation is the aim of the project CRUEX++. This project follows the CRUEX project which aimed at the development of a PMP-PMF methodology (PMP=Probable Maximum precipitation, PMF=Probable Maximum Flood). Numerous tools, models and methods have been developed during the last years. The goal of the CRUEX++ project is to combine and enrich these elements leading to a methodology for extreme flood estimations in order to verify dam safety. A PhD thesis has been initiated in 2012 to lead this project and to conclude on a final methodology

The complex process of scaling the integration of technology enhanced learning in mainstream classrooms

The early optimism for how technology might transform teaching and learning practices in mainstream school classrooms has long faded in many countries around the world. Whilst early research findings suggested that this was due to obvious barriers such as access to the technology itself, more recent attempts to scale student-access have illuminated other factors and provided a more sound theoretical foundation for us to understanding the processes and products of scaling educational technology innovations. This keynote will use findings from key projects and initiatives to highlight what is being learned – and how this might inform future endeavours to realise a more 21st century curriculum

Identification of di- and triterpenoid lipid tracers confirms the significant role of autoxidation in the degradation of terrestrial vascular plant material in the Canadian Arctic

publisher: Elsevier articletitle: Identification of di- and triterpenoid lipid tracers confirms the significant role of autoxidation in the degradation of terrestrial vascular plant material in the Canadian Arctic journaltitle: Organic Geochemistry articlelink: http://dx.doi.org/10.1016/j.orggeochem.2017.03.011 content_type: article copyright: © 2017 Elsevier Ltd. All rights reserved

The French Didactic Tradition in Mathematics

This chapter presents the French didactic tradition. It first describes theemergence and development of this tradition according to four key features (role ofmathematics and mathematicians, role of theories, role of design of teaching andlearning environments, and role of empirical research), and illustrates it through two case studies respectively devoted to research carried out within this traditionon algebra and on line symmetry-reflection. It then questions the influence of thistradition through the contributions of four researchers from Germany, Italy, Mexicoand Tunisia, before ending with a short epilogue

Development of a methodology for extreme flood estimation

The development of a methodology for extreme flood estimation is the aim of the project CRUEX++. This project follows the CRUEX project which aimed at the development of a PMP-PMF methodology (PMP=Probable Maximum precipitation, PMF=Probable Maximum Flood). Numerous tools, models and methods have been developed during the last years. The goal of the CRUEX++ project is to combine and enrich these elements leading to a methodology for extreme flood estimations in order to verify dam safety. A PhD thesis has been initiated in 2012 to lead this project and to conclude on a final methodology

Research on probability and statistics education: Trends and directions

This chapter provides an overview of directions and trends within the Probability and Statistics Education Working Group of Congress of European Research in Mathematics Education (CERME), and compares them with international trends in these areas. It starts with a brief history of the working group, and discusses the main themes that recurred throughout the years. These include the relation between probability and statistics, technology, teacher knowledge and the need for interventionist research that goes beyond the description of problems but offers suggestions of how to improve probability and statistics education. Probability and statistics have very different historical origins. Statistics education is a marginal discipline in the sense that it is at the boundary of many other disciplines including mathematics education, statistics and psychology. As the statistics and probability topics have become part of the mainstream mathematics curricula in various countries since the late 1990s, teachers' knowledge on these topics became an ongoing interest to mathematics education researchers

The influence of technology on the mathematical modelling of physical phenomena

A study is presented in which students are asked to model two physical phenomena using applications on electronic tablets : a bounce of a ball and the extension of a spring. The analysis focusses on (a) the influence of characteristics of the applications on the tablets on the decisions that groups of 16-year-old students made during the modelling phases in which reality and mathematics are related, (b) mathematisation of the phenomena and (c) interpretation of the models. The phenomena were recorded using an app that requests users establish a set of references during the mathematisation process, which makes students focus on the way the references have been set to interpret the model properly. Our findings indicated inconsistences between student decisions made during mathematisation and their considerations during interpretation of the model. To conclude we suggest reasons students experience problems in working without a pre-defined reference syste

Estudio sobre las praxeologías que se proponen estudiaren un curso universitario de cálculo

En este trabajo se analizan las organizaciones que se proponen estudiar en un curso de cálculo universitario relativas a las nociones de límite y continuidad funcional. Desde la Teoría Antropológica de lo Didáctico se analizó el material editado por lo profesores destinado a estudiantes universitarios. Los principales resultados indican que se propone el estudio de tareas aisladas, que no conducen a la elaboración y validación de elementos tecnológicos. De esta manera, se evidencia la organización de los saberes en dos niveles: uno teórico y otro práctico, donde este último no tiene incidencia para la conformación del primero. Esto genera una inadecuada interpretación del conocimiento científico, reduciendo su estudio a organizaciones matemáticas desarticuladas