Procesos Emergentes Que Identifican El Desarrollo De La Inteligencia Emocional A Través De La Resolución De Problemas En La Educación Superior

The didactic approach is based on the premise that the training of mathematics teachers must include, as a minimum, the knowledge of three fundamental areas, closely related to each other: mathematics, epistemology and didactics. The key element to distinguish the knowledge base for teaching can be found at the intersection between mathematics and didactics, in the capacity of a teacher to transform knowledge and discipline in a didactically impressive way, adapting and developing it to the different abilities and capacitates students possess. This is the general principle of this article, which aims to analyze the emotional intelligence profile of a group of higher education professors specialized in the teaching of mathematics who work in two educational institutions in Panama. The study used a descriptive-correlational methodology, not experimental, which permitted an approach to the different constructs of the professors’ emotional intelligence through the solving of mathematics problems and their performance in the higher education field. Nowadays, there are not many profound studies on this topic that could permit us identify the emotional intelligence of teachers to teach and foster mathematics competence in the classroom

Impacto del Empleo de un Blog en un Curso de Álgebra Lineal en Nivel Licenciatura

Se presenta el seguimiento que se hizo a un blog utilizado para abordar algunos contenidos en la clase de álgebra lineal para estudiantes de ingeniería, a través de una experiencia documentada con dos grupos de estudiantes y un profesor de una institución de educación superior. El blog fue elaborado por el propio docente en la plataforma gratuita wordpress. El propósito de crear ambientes de esta naturaleza es apoyar la comprensión y profundización en algunos tópicos, mediante la presentación de materiales didácticos diversos, tales como videos y documentos con lecturas y/o ejercicios. La hipótesis es que la participación de los estudiantes en este blog coadyuva a una mejora en su desempeño general en la clase, mediante un cambio en su actitud hacia la misma.Palabra(s) Clave(s): Edublog, Blog de matemáticas, Blog de Álgebra Lineal, Wordpress

Desenho de instrumento para caracterizar o conhecimento didático de conteúdo de professores de física, em un tema específico

In this paper, we report the process carried out to design an instrument with the objective of characterizing the teacher's Pedagogical Content Knowledge about the specific topic of cinematic graphics. This perspective has been investigated exhaustively in the last decades and considered as a guiding element in the development of training and updating programs for science teachers. Due to the importance that implies for the didactics of physics, it is relevant to provide theoretical and methodological elements to characterize this perspective. This research works on the design of an instrument that can be validated, since there are few instruments of this nature reported in specialized literature, mainly in Latin America. The final product is presented as a questionnaire on a Likert scale piloted with a group of 42 physics teachers in service. It allowed us to measure its internal consistency by means of Cronbach's alpha coefficient, calculated using the software of statistical analysis SPSS © version 20. The results present an acceptable internal consistency value, which is reliable to use for exploratory purposes in research related to the Pedagogical Content Knowledge of physics teachers, on the topic of cinematic graphs.En este artículo se reporta el proceso llevado a cabo para diseñar un instrumento con el objetivo de caracterizar el conocimiento didáctico del contenido en los profesores en el tópico específico de gráficas cinemáticas. Esta perspectiva ha sido investigada exhaustivamente en las últimas decadas y se consdiera como un elemento orientador en la elaboración de programas de formación y actualización de profesores de ciencias. Debido a la importancia que conlleva lo anterior para la didáctica de la física, resultan pertinentes elementos teóricos y metodológicos con el fin de caracterizar dicho constructo. Esta investigación trabaja por medio del diseño de un instrumento que pueda ser validado, ya que son escasos los instrumentos de esta naturaleza que se reportan en la literatura especializada, sobre todo en América Latina. El producto final se presenta como un cuestionario en escala Likert, el cual fue piloteado con un grupo de 42 profesores de física en servicio, lo que permitió medir la consistencia interna del mismo por medio del coeficiente alfa de Cronbach, calculado por medio del software de análisis estadísticos SPSS© versión 20. Los resultados indican un valor de consistencia interna aceptable, lo cual permite considerar factible el uso de dicho instrumento con fines exploratorios en investigaciones relacionadas con el conocimiento didáctico del contenido en profesores de física en el tópico de gráficas cinemáticas.Este artigo descreve o processo para projetar um instrumento a fim de caracterizar o conhecimento pedagógico do conteúdo de professores, no tópico específico de gráficos cinemáticos. Esta é uma construção que nas últimas décadas tem sido investigada extensivamente e se considera como elemento orientador para desenvolver alguns programas de formaçao de professores de ciências. Devido à importância envolve o já dito, para o ensino de física, é importante colaborar, fornecendo elementos teóricos e metodológicos para caracterizar esta construção. No caso particular desta pesquisa, propõe-se a fazer isso através da elaboraçao de um instrumento que possa ser validado, uma vez que existem poucos instrumentos dessa natureza, relatados na literatura especializada, principalmente na América Latina. O produto final é apresentado como um questionário em escala Likert, que foi aplicado com um grupo de 42 professores da física em serviço, o qual permitiu medir a consistência interna do mesmo por meio de alfa Cronbach, calculada utilizando o software de análise estatística SPSS © versão 20. Os resultados indicam um valor de consistência interna aceitável, fazendo viável o uso do instrumento para fins exploratórios, em pesquisa relacionados com conhecimento pedagógico do conteúdo de professores de física nos tópicas de gráficos cinemáticos

PROPUESTA DE UNA ACTIVIDAD DE APRENDIZAJE UTILIZANDO UN SOFTWARE COMO HERRAMIENTA COGNITIVA

Un tipo común de ecuaciones diferenciales lo constituyen las ecuaciones lineales homogéneas. En el estudio de tales ecuaciones se revisa un concepto denominado dependencia/independencia lineal, que resulta de utilidad para saber si una función dada es una solución de la ecuación diferencial, o bien si un conjunto de “n” soluciones linealmente independientes constituyen de hecho su conjunto fundamental de soluciones. Es fácil entender este concepto en el caso de un par de funciones, ya que por ejemplo si ambas son linealmente dependientes en un intervalo, significa que existe una combinación lineal de ellas equivalente al cero. Sin embargo, a partir de tres funciones, este tipo de análisis se complica y no resulta tan evidente al estudiante hallar una combinación de las mismas que le permita concluir si el sistema de funciones es o no linealmente independiente. La propuesta de este trabajo se basa en el empleo de un software como herramienta cognitiva en la enseñanza de las matemáticas, y se centra en el diseño de una actividad de aprendizaje con el uso de un software que le permita al estudiante hallar la solución de una forma más fácil, enriqueciendo los significados involucrados en dicho concepto, contribuyendo con ello a una mayor comprensión.  En una primera etapa del proceso se implementó una prueba piloto que nos proporcionó indicios acerca de la forma de abordar el problema por parte de un grupo de estudiantes de licenciatura de cuarto semestre, coadyuvando a definir los elementos que debe contener la actividad de aprendizaje.Palabras clave: Independencia lineal, actividad de aprendizaje, Geogebra

Un Acercamiento A La Relación Pitagórica A Través Del Cálculo De Ternas

The Pythagorean Theorem and more formally the Pythagorean Relationship (PR), is one of the most well-known and used results in the context of school mathematics, given that it is an axis of conceptual articulation between different areas of Mathematics. However, in the school context it is common for a Didactic Reductionism to be presented, only enunciating it and presenting the algebraic expression that relates the squares of the sides of a right triangle, leaving aside its great historical and epistemological significance. In view of this problem, this documentary research aims to design an alternative proposal to broaden the understanding of the Pythagorean Relationship, which is based on the calculation of Pythagorean Ternas. Three different methods are proposed to generate positive integers, that satisfy the Pythagorean Theorem and suggest questions that can guide learning activities to promote the understanding of some important elements within Mathematics, particularly in reference to the identification of numerical patterns

Why Are Outcomes Different for Registry Patients Enrolled Prospectively and Retrospectively? Insights from the Global Anticoagulant Registry in the FIELD-Atrial Fibrillation (GARFIELD-AF).

Background: Retrospective and prospective observational studies are designed to reflect real-world evidence on clinical practice, but can yield conflicting results. The GARFIELD-AF Registry includes both methods of enrolment and allows analysis of differences in patient characteristics and outcomes that may result. Methods and Results: Patients with atrial fibrillation (AF) and ≥1 risk factor for stroke at diagnosis of AF were recruited either retrospectively (n = 5069) or prospectively (n = 5501) from 19 countries and then followed prospectively. The retrospectively enrolled cohort comprised patients with established AF (for a least 6, and up to 24 months before enrolment), who were identified retrospectively (and baseline and partial follow-up data were collected from the emedical records) and then followed prospectively between 0-18 months (such that the total time of follow-up was 24 months; data collection Dec-2009 and Oct-2010). In the prospectively enrolled cohort, patients with newly diagnosed AF (≤6 weeks after diagnosis) were recruited between Mar-2010 and Oct-2011 and were followed for 24 months after enrolment. Differences between the cohorts were observed in clinical characteristics, including type of AF, stroke prevention strategies, and event rates. More patients in the retrospectively identified cohort received vitamin K antagonists (62.1% vs. 53.2%) and fewer received non-vitamin K oral anticoagulants (1.8% vs . 4.2%). All-cause mortality rates per 100 person-years during the prospective follow-up (starting the first study visit up to 1 year) were significantly lower in the retrospective than prospectively identified cohort (3.04 [95% CI 2.51 to 3.67] vs . 4.05 [95% CI 3.53 to 4.63]; p = 0.016). Conclusions: Interpretations of data from registries that aim to evaluate the characteristics and outcomes of patients with AF must take account of differences in registry design and the impact of recall bias and survivorship bias that is incurred with retrospective enrolment. Clinical Trial Registration: - URL: http://www.clinicaltrials.gov . Unique identifier for GARFIELD-AF (NCT01090362)

Risk profiles and one-year outcomes of patients with newly diagnosed atrial fibrillation in India: Insights from the GARFIELD-AF Registry.

BACKGROUND: The Global Anticoagulant Registry in the FIELD-Atrial Fibrillation (GARFIELD-AF) is an ongoing prospective noninterventional registry, which is providing important information on the baseline characteristics, treatment patterns, and 1-year outcomes in patients with newly diagnosed non-valvular atrial fibrillation (NVAF). This report describes data from Indian patients recruited in this registry. METHODS AND RESULTS: A total of 52,014 patients with newly diagnosed AF were enrolled globally; of these, 1388 patients were recruited from 26 sites within India (2012-2016). In India, the mean age was 65.8 years at diagnosis of NVAF. Hypertension was the most prevalent risk factor for AF, present in 68.5% of patients from India and in 76.3% of patients globally (P < 0.001). Diabetes and coronary artery disease (CAD) were prevalent in 36.2% and 28.1% of patients as compared with global prevalence of 22.2% and 21.6%, respectively (P < 0.001 for both). Antiplatelet therapy was the most common antithrombotic treatment in India. With increasing stroke risk, however, patients were more likely to receive oral anticoagulant therapy [mainly vitamin K antagonist (VKA)], but average international normalized ratio (INR) was lower among Indian patients [median INR value 1.6 (interquartile range {IQR}: 1.3-2.3) versus 2.3 (IQR 1.8-2.8) (P < 0.001)]. Compared with other countries, patients from India had markedly higher rates of all-cause mortality [7.68 per 100 person-years (95% confidence interval 6.32-9.35) vs 4.34 (4.16-4.53), P < 0.0001], while rates of stroke/systemic embolism and major bleeding were lower after 1 year of follow-up. CONCLUSION: Compared to previously published registries from India, the GARFIELD-AF registry describes clinical profiles and outcomes in Indian patients with AF of a different etiology. The registry data show that compared to the rest of the world, Indian AF patients are younger in age and have more diabetes and CAD. Patients with a higher stroke risk are more likely to receive anticoagulation therapy with VKA but are underdosed compared with the global average in the GARFIELD-AF. CLINICAL TRIAL REGISTRATION-URL: http://www.clinicaltrials.gov. Unique identifier: NCT01090362

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat