Perspectivas en la formación inicial del profesor de matemáticas

Seminario celebrado en Castro Urdiales, en diciembre de 2016Los objetivos que se plantearon a priori en este seminario, basados en encuentros y publicaciones previas eran: · Reflexionar sobre los diferentes modelos que existen en la actualidad para la formación de profesores de matemáticas, así como sobre los contenidos matemáticos (y de didáctica matemática) específicos que se incluyen en los distintos programas oficiales de formación (grados y másteres). · Encontrar propuestas para mejorar la formación inicial de los futuros profesores de matemáticas, para su difusión y consideración, en su caso, por los responsables académicos y políticos de la formación del profesorado

Subnational home market bias in Vietnam: Evidence from enterprise‐level data

This paper contributes to the home (market) bias literature where administrative or political borders limit trade across borders. Home bias is well documented at the national and subnational level. To sort out macro (e.g., location characteristics) and micro (e.g., enterprise characteristics) factors behind home bias, we use small and medium‐sized enterprise (SME) data from Vietnam. Using the fractional multinomial logit model, we find that the proportion of SME sales outside of their home markets is positively associated with enterprise size, age, number of business association memberships and the distance of SMEs\u27 most important supplier. In contrast, the proportion of SME sales to neighbouring provinces is negatively associated with the share of SME production for final consumption. Besides enterprise‐level frictions, market characteristics matter too. The proportion of SME sales to customers in their home markets is negatively associated with home or neighbouring provinces\u27 governance quality, while the proportion of sales to customers in neighbouring provinces is positively associated with these areas\u27 governance quality. These suggest that good governance frees SME resources for use in selling to less familiar markets

Notes for a history of the teaching of algebra

Abundant literature is available on the history of algebra. However, the history of the teaching of algebra is largely unwritten, and as such, this chapter essentially constitutes some notes that are intended to be useful for future research on this subject. As well as the scarcity of the works published on the topic, there is the added difficulty of drawing the line between the teaching of algebra and the teaching of arithmetic—two branches of knowledge whose borders have varied over time (today one can consider the arithmetic with the four operations and their algorithms and properties taught in schools as nothing more than a small chapter of algebra). As such, we will be very brief in talking about the more distant epochs, from which we have some mathematics documents but little information on how they were used in teaching. We aim to be more explicit as we travel forwards into the different epochs until modern times. We finish, naturally, with some reflections on the present-day and future situation regarding the teaching of algebra.info:eu-repo/semantics/publishedVersio

Enterprise law of Vietnam and its implementation regulations

327 tr. ; 19 c

Kinh tế Việt Nam 2002

104 tr. ; 29 c