Pensamiento matemático y creatividad a través de la invención y resolución de problemas matemáticos

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas), novelty (unique idea) and elaboration (idea development). These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.En este trabajo se muestra la relación entre el desarrollo del pensamiento matemático y la creatividad con la invención y resolución de problemas matemáticos. No son frecuentes las ocasiones en las que aparecen juntas Creatividad y Matemáticas. Ambas constituyen procesos complejos que comparten elementos como la fluidez (número de ideas), la flexibilidad (variedad de ideas), la novedad (idea única) y la elaboración (desarrollar una idea). Estos factores contribuyen, entre otras cosas, a que los escolares sean competentes en matemáticas. La invención y la resolución de problemas resultan ser un instrumento evaluador muy potente con el que se pone de manifiesto el nivel de razonamiento matemático y creativo de una persona. La creatividad forma parte de la educación matemática y constituye un ingrediente necesario para realizar las tareas matemáticas. Esta aportación presenta algunas investigaciones relevantes, que se han llevado a cabo sobre invención y resolución de problemas, vinculadas al desarrollo del conocimiento matemático y a la creatividad. Para ello se parte de las distintas creencias que se recogen en la literatura referente a las nociones de creatividad, invención de problemas y resolución de problemas

Pensamiento matemático y creatividad a través de la invención y resolución de problemas matemáticos

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas), novelty (unique idea) and elaboration (idea development). These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.En este trabajo se muestra la relación entre el desarrollo del pensamiento matemático y la creatividad con la invención y resolución de problemas matemáticos. No son frecuentes las ocasiones en las que aparecen juntas Creatividad y Matemáticas. Ambas constituyen procesos complejos que comparten elementos como la fluidez (número de ideas), la flexibilidad (variedad de ideas), la novedad (idea única) y la elaboración (desarrollar una idea). Estos factores contribuyen, entre otras cosas, a que los escolares sean competentes en matemáticas. La invención y la resolución de problemas resultan ser un instrumento evaluador muy potente con el que se pone de manifiesto el nivel de razonamiento matemático y creativo de una persona. La creatividad forma parte de la educación matemática y constituye un ingrediente necesario para realizar las tareas matemáticas. Esta aportación presenta algunas investigaciones relevantes, que se han llevado a cabo sobre invención y resolución de problemas, vinculadas al desarrollo del conocimiento matemático y a la creatividad. Para ello se parte de las distintas creencias que se recogen en la literatura referente a las nociones de creatividad, invención de problemas y resolución de problemas

Assessing Self-Concept in Children (Aged 5–7) with Functional Dyslalia

Language not only plays a powerful role in human life, as it is also a crucial factor in our minds. It shapes our personality, memory and even the way in which we see the world, as well as playing a fundamental role in the building of self-concept and self-esteem. Having a good self-concept, that is, knowing one’s own qualities and strengths, will, in turn, promote good selfesteem. The aim of this research was to analyze self-concept in 50 children (aged 5–7) with functional dyslalia in the city of Granada (Spain). A quantitative approach was taken, with a non-experimental design; it was descriptive, cross-sectional and correlational. The Perception of Child Self-concept Scale (PCS), a Spanish scale, was used. In general, the children who were interviewed showed a medium level of self-concept. It is noteworthy that differences were found in the average scores on the scale according to the sex of the children, with girls showing a higher level of self-concept than boys. Participants scored higher on Factor 1, family attachment, followed by Factor 3, feelings, with the values of both these factors decreasing with age. On the other hand, lower average scores were found for Factor 2, environment, and Factor 4, autonomy. It was found that self-concept was higher in young children (five-year-old children) as well as in those who studied in rural areas. Finally, guidelines for improvement were provided. Self-concept is a fundamental aspect of personality, but it is not innate; it develops and evolves

A Portable Luminometer with a Disposable Electrochemiluminescent Biosensor for Lactate Determination

A hand-held luminometer for measuring electrochemiluminescence (ECL) for lactate determination and based on one-shot biosensors fabricated using screen-printed electrodes is described. The lactate recognition system is based on lactate oxidase and the transduction system consists of electro-oxidation of luminol, with all the reagents immobilized in a Methocel membrane. The membrane composition and reaction conditions have been optimized to obtain adequate sensitivity. The luminometer is based on a large silicon photodiode as detector and includes a programmable potentiostat to initialize the chemical reaction and signal processing circuitry, designed to acquire a low level photocurrent with offset cancelation, low pass filtering for noise attenuation and adjustable gain up to 1012 V/A. The one-shot biosensor responds to lactate rapidly, with an acquisition time of 2.5 min, obtaining a linear dependence from 8 × 10−6 to 2 × 10−4 M, a detection limit of 2.4 × 10−6 M and a sensor-to-sensor reproducibility (relative standard deviation, RSD) of around 7–10 % at the medium level of the range

Inhibited enzymatic reaction of crosslinked lactate oxidase through a pH-dependent mechanism

Lactate oxidase (LOx), recognized to selectively catalyze the lactate oxidation in complex matrices, has been highlighted as preferable biorecognition element for the development of lactate biosensors. In a previous work, we have demonstrated that LOx crosslinking on a modified screen-printed electrode results in a dual range lactate biosensor, with one of the analysis linear range (4 to 50 mM) compatible with lactate sweat levels. It was advanced that such behavior results from an atypical substrate inhibition process. To understand such inhibition phenomena, this work relies in the study of LOx structure when submitted to increased substrate concentrations. The results found by fluorescence spectroscopy and dynamic light scattering of LOx solutions, evidenced conformational changes of the enzyme, occurring in presence of inhibitory substrate concentrations. Therefore, the inhibition behavior found at the biosensor, is an outcome of LOx structural alterations as result of a pH-dependent mechanism promoted at high substrate concentrations.Spanish Ministry of Science and Innovation (MICINN), Ministry of Economy and Competitiveness (MINECO) and the European Regional Development Fund (FEDER) (TEC20013-40561-P and MUSSEL RTC-2015-4077-2). Hugo Cunha-Silva would like to acknowledge funding from the Spanish Ministry of Economy (BES-2014-068214

Properties and customization of sensor materials for biomedical applications.

Low-power chemo- and biosensing devices capable of monitoring clinically important parameters in real time represent a great challenge in the analytical field as the issue of sensor calibration pertaining to keeping the response within an accurate calibration domain is particularly significant (1–4). Diagnostics, personal health, and related costs will also benefit from the introduction of sensors technology (5–7). In addition, with the introduction of Registration, Evaluation, Authorization, and Restriction of Chemical Substances (REACH) regulation, unraveling the cause–effect relationships in epidemiology studies will be of outmost importance to help establish reliable environmental policies aimed at protecting the health of individuals and communities (8–10). For instance, the effect of low concentration of toxic elements is seldom investigated as physicians do not have means to access the data (11)

La (electro)quimioluminiscencia en técnicas rápidas de análisis: (bio)sensores ópticos y cromatografía a baja presión

Tesis Univ. Granada. Departamento de Química Analítica. Leída el 25 de febrero de 200

Uma reunião (voto?) entre diferentes disciplinas: motor bruto, ciência, matemática, e magia

Resumen: Introducción: La educación física ofrece un punto de referencia para integrar otros saberes. En concreto, puede acercar el contenido tanto científico como matemático, de manera que comprendan sus principios y fenómenos de forma lúdica y motivante. Objetivos: Comprender la ciencia y las matemáticas a través de la educación física. Presentar los contenidos científicos mediante experiencias discrepantes. Fomentar la pedagogía de la educación física a través de utilizar diferentes contextos. Presentar un ejercicio de interdisciplinariedad real en el aula. Métodos: A partir del empleo de experiencias que resulten discrepantes, esto es, que parezcan “mágicas”, se pretende eliminar la animadversión a las asignaturas de ciencias y matemáticas, que hoy en día crece a ritmo vertiginoso. Se han creado 8 actividades donde se muestran los fenómenos más característicos de modo que se interioricen y se “vivan”, siendo la última sesión una aplicación para alumnos de primaria. Resultados y discusión: Los resultados nos muestran que efectivamente todas las experiencias propuestas resultaban discrepantes o no esperadas, lo que tras su realización afianzaba el aprendizaje de los conceptos que se incluían. Se consigue motivar y acercar estas disciplinas al alumno. Conclusiones: La metodología presentada ha unificado las virtudes comunicativas y sociales del ámbito de la educación física con los principios de la magia y el método científico, lo que ha supuesto un nuevo enfoque educativo que logra que nuestros alumnos puedan aprender la capacidad de autocrítica, fomentándose la globalidad tanto en las aulas de primaria como en las universitarias.Abstract: Introduction: Physical education provides a reference point to integrate other forms of knowledge. In particular, It can bring near both scientific and mathematician content in order to understand its principles and phenomena in a playful and motivate way. Objectives: Understand the science and mathematics through physical education. Present the scientific contents by differing experiences. Promote the teaching of physical education using different contexts. Present a real interdisciplinarity learning in the classroom. Methods: By using discrepant experiences, that is, that seem like "magic", it is intended to eliminate the aversion of science and mathematics, which today is growing at breakneck pace. 8 activities have been created to show the most characteristic phenomena in order to internalize and "live" the concepts, being the last session an application for elementary students. Results y discussion: Results show that all the activities were discrepant or not expected obtaining the learning of the concepts after doing them. This get the student motivation and a discipline closeness. Conclusions: The presented methodology has unified the communicative and social virtues of the Physical education field with the principles of the magic and the scientific method, which has led to a new educational approach that makes our students to learn the capacity of self-criticism, promoting the globality both in elementary classrooms and the university.Resumo: Introdução: Educação física fornece um ponto de referência para a integração de outras formas de conhecimento. Em particular, você pode aumentar o zoom no conteúdo de tanto científico como um matemático, de modo a compreender os seus princípios e fenômenos em um lúdico e motivador. Objectivos: Compreender a ciência e matemática pela educação física. Apresentar o conteúdo científico por diferentes experiências. Promover o ensino de educação física através do uso de diferentes contextos. Apresentar um exercício real da interdisciplinaridade na sala de aula. Métodos: Com o uso de experiências que são conflitantes, ou seja, que parecem "Magic", que se destina a eliminar a aversão às disciplinas de ciências e matemática, que hoje está crescendo em ritmo alucinante. 8 As atividades foram criadas para mostrar os fenômenos mais característicos de modo a internalizar e "ao vivo", sendo a última sessão de uma aplicação para os alunos. Resultados e discussão: Os resultados mostram-nos que, na verdade, todas as experiências diferentes propostas foram o esperado ou não, após a sua implementação, a aprendizagem dos conceitos que estão incluídos. Você começa a motivar e trazer essas disciplinas para o aluno. Conclusões: A metodologia apresentada unificou o comunicativo e virtudes sociais do âmbito da educação física com os princípios da magia e do método científico, o que levou a uma nova abordagem educacional que faz com que os nossos alunos podem aprender a capacidade de auto-crítica, a globalidade, tanto em salas de aula e elementar na universidade

Uma reunião (voto?) entre diferentes disciplinas: motor bruto, ciência, matemática, e magia

Resumen: Introducción: La educación física ofrece un punto de referencia para integrar otros saberes. En concreto, puede acercar el contenido tanto científico como matemático, de manera que comprendan sus principios y fenómenos de forma lúdica y motivante. Objetivos: Comprender la ciencia y las matemáticas a través de la educación física. Presentar los contenidos científicos mediante experiencias discrepantes. Fomentar la pedagogía de la educación física a través de utilizar diferentes contextos. Presentar un ejercicio de interdisciplinariedad real en el aula. Métodos: A partir del empleo de experiencias que resulten discrepantes, esto es, que parezcan “mágicas”, se pretende eliminar la animadversión a las asignaturas de ciencias y matemáticas, que hoy en día crece a ritmo vertiginoso. Se han creado 8 actividades donde se muestran los fenómenos más característicos de modo que se interioricen y se “vivan”, siendo la última sesión una aplicación para alumnos de primaria. Resultados y discusión: Los resultados nos muestran que efectivamente todas las experiencias propuestas resultaban discrepantes o no esperadas, lo que tras su realización afianzaba el aprendizaje de los conceptos que se incluían. Se consigue motivar y acercar estas disciplinas al alumno. Conclusiones: La metodología presentada ha unificado las virtudes comunicativas y sociales del ámbito de la educación física con los principios de la magia y el método científico, lo que ha supuesto un nuevo enfoque educativo que logra que nuestros alumnos puedan aprender la capacidad de autocrítica, fomentándose la globalidad tanto en las aulas de primaria como en las universitarias.Abstract: Introduction: Physical education provides a reference point to integrate other forms of knowledge. In particular, It can bring near both scientific and mathematician content in order to understand its principles and phenomena in a playful and motivate way. Objectives: Understand the science and mathematics through physical education. Present the scientific contents by differing experiences. Promote the teaching of physical education using different contexts. Present a real interdisciplinarity learning in the classroom. Methods: By using discrepant experiences, that is, that seem like "magic", it is intended to eliminate the aversion of science and mathematics, which today is growing at breakneck pace. 8 activities have been created to show the most characteristic phenomena in order to internalize and "live" the concepts, being the last session an application for elementary students. Results y discussion: Results show that all the activities were discrepant or not expected obtaining the learning of the concepts after doing them. This get the student motivation and a discipline closeness. Conclusions: The presented methodology has unified the communicative and social virtues of the Physical education field with the principles of the magic and the scientific method, which has led to a new educational approach that makes our students to learn the capacity of self-criticism, promoting the globality both in elementary classrooms and the university.Resumo: Introdução: Educação física fornece um ponto de referência para a integração de outras formas de conhecimento. Em particular, você pode aumentar o zoom no conteúdo de tanto científico como um matemático, de modo a compreender os seus princípios e fenômenos em um lúdico e motivador. Objectivos: Compreender a ciência e matemática pela educação física. Apresentar o conteúdo científico por diferentes experiências. Promover o ensino de educação física através do uso de diferentes contextos. Apresentar um exercício real da interdisciplinaridade na sala de aula. Métodos: Com o uso de experiências que são conflitantes, ou seja, que parecem "Magic", que se destina a eliminar a aversão às disciplinas de ciências e matemática, que hoje está crescendo em ritmo alucinante. 8 As atividades foram criadas para mostrar os fenômenos mais característicos de modo a internalizar e "ao vivo", sendo a última sessão de uma aplicação para os alunos. Resultados e discussão: Os resultados mostram-nos que, na verdade, todas as experiências diferentes propostas foram o esperado ou não, após a sua implementação, a aprendizagem dos conceitos que estão incluídos. Você começa a motivar e trazer essas disciplinas para o aluno. Conclusões: A metodologia apresentada unificou o comunicativo e virtudes sociais do âmbito da educação física com os princípios da magia e do método científico, o que levou a uma nova abordagem educacional que faz com que os nossos alunos podem aprender a capacidade de auto-crítica, a globalidade, tanto em salas de aula e elementar na universidade

Uno : revista de didáctica de las matemáticas

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave disponibles en español y en inglésLa enseñanza de la geometría es un aspecto que en los dos primeros ciclos de primaria se imparte de forma muy superficial y poco significativa, dejando al margen el desarrollo de la capacidad espacial. Sin embargo, relacionar la geometría del entorno cotidiano con las matemáticas ofrece una motivación intrínseca de cara al aprendizaje de esta área. Por ello, se presenta una serie de actividades que tienen como nexo de unión la elaboración de un cuento que incorpora en su desarrollo la descripción de un monumento emblemático como es la Alhambra de Granada. La futura visita al propio recinto confirmará que la simetría es parte de nuestra cultura y que la creación artística necesita de las matemáticas, y de ahí su gran importancia en la vida cotidiana. Esta experiencia se ha llevado a la práctica resultando muy satisfactoria tanto para el alumnado como para el profesorado.Biblioteca de Educación del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]