Revisão documental sobre a formação e o conhecimento do professor de matemática

This paper presents the results of a documentary review from research articles published between 2015 and 2019 in the Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME), and the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). This revision was carried out with the aim of determining research problems, theoretical and methodological approaches used in the study on mathematics teacher knowledge dealing with situated skills, and the approaches that allow studying practices with technology. Documentary research is taken as a methodological perspective, which is developed through a classification of documents and keywords such as Teacher Training, Knowledge of the Mathematics Teacher, Mathematical Competence, and the Documentary Approach. It is recognized from the methodological development, that there is a discussion within the community of mathematical educators, regarding the teacher training processes and their impact on teaching practices and especially the sense, scope, and limitations of mathematics teacher training programs.Este artículo presenta los resultados de una revisión documental de artículos de investigación publicados en el periodo 2015-2019 en el Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) y North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisión se realizó con la intención de determinar los problemas de investigaciones, enfoques teóricos y metodológicos que se utilizan en el estudio sobre el conocimiento del profesor de matemáticas que se ocupan de habilidades situadas, y los enfoques que permiten estudiar prácticas con tecnología. Se toma como perspectiva metodológica la investigación documental, la cual, se desarrolla mediante una clasificación de documentos, a través de palabras claves como la Formación Docente, Conocimiento del Profesor de Matemáticas, Competencia Matemática y el Enfoque Documental. Se reconoce a partir del desarrollo metodológico, que existe una discusión al interior de la comunidad de educadores matemáticos, frente a los procesos de formación docente y su incidencia en las prácticas de enseñanza; en especial al sentido, alcances y limitaciones de programas de formación de profesores de matemáticas.Este artigoapresenta os resultados de uma revisão documental de artigos de pesquisa, publicados no período 2015-2019 noCongress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) e North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisão foi realizada com o intuito de determinar os problemas de pesquisas, enfoques teóricos e metodológicos usados no estudo sobre o conhecimento do professor de matemáticas que se ocupam das habilidades situadas, e os abordagens que permitem o estudo de práticas com tecnologia. A perspectiva metodológica é a pesquisa documental (análise documental), a qual é desenvolvida através da classificação de documentos, através de palavras-chaves como: Formação Docente, Conhecimento do Professor de Matemática, Competência Matemática e Abordagem Documental. Reconhece-se, a partir do desenvolvimento metodológico, que há uma discussão no interior da comunidade de educadores matemáticos, sobre os processos de formação de professores e sua incidência nas práticas de ensino; em especial ao sentido, alcances e limitações dos programas de formação de professores de matemática

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Análisis de la mirada profesional de profesores de matemáticas en un curso de formación durante la situación de pandemia (covid-19)

: figuras ; 28 cm.La situación generada por la pandemia del Covid-19 ocasionó modificaciones en la práctica y desarrollo de las actividades educativas, implicó la adaptación y uso de las Tecnologías de la Información y Comunicación (TIC) para el desarrollo de las actividades y trajo consigo desafíos importantes en el proceso de enseñanza-aprendizaje. El capítulo tiene como propósito reportar la caracterización de la mirada profesional en la práctica de enseñanza surgida durante la pandemia, analizando los registros de notas de un grupo de profesores en formación (PF) de Licenciatura en Matemáticas, del curso Integración de las TIC al currículo de matemáticas en la Universidad del Valle. Se trata de un estudio cualitativo, la metodología para la organización y análisis de la información se hizo bajo la estrategia de estudio de caso.Consideraciones generales.-- Pregunta de investigación.-- Objetivo de investigación.-- Justificación.-- Marco referencial.-- Metodología.-- Resultados.-- Conclusiones.-- Recomendaciones.-- Bibliografía

Vigilancia tecnológica para la innovación educativa en el uso de bases de datos y plataformas de gestión de aprendizaje en la universidad del Valle, Colombia

This article presents the results obtained in the first cycle of the Technological Surveillance project for Educational Innovation, carried out at the Universidad del Valle, based on an adaptation of the methodology proposed in the Spanish Experimental Standard UNE 166006 R + D + i Management: Technological Surveillance System. This methodological development, consisting of three phases: planning, monitoring and value construction, allowed to recognize the difficulties that teachers and students of the university have in the use of databases and learning management platforms, despite their importance as elements central to strengthen scientific production and educational quality. The results of this cycle allowed, in addition, to propose training and technological solutions that meet these needs, seeking to improve the integration of ICT and promote Educational Innovation.Este artículo presenta los resultados obtenidos en el primer ciclo del proyecto Vigilancia Tecnológica para la Innovación Educativa, realizado en la Universidad del Valle, con base en una adaptación de la metodología propuesta en la Norma Española Experimental UNE 166006 Gestión de la I+D+i: Sistema de Vigilancia Tecnológica. Este desarrollo metodológico, consistente en tres fases: planeación, monitoreo y construcción de valor, permitió reconocer las dificultades que presentan docentes y estudiantes de la universidad en el uso de bases de datos y plataformas de gestión de aprendizaje, a pesar de su importancia como elementos centrales para fortalecer la producción científica y la calidad educativa. Los resultados de este ciclo permitieron, además, proponer soluciones formativas y tecnológicas que atendieran estas necesidades, buscando mejorar la integración de TIC y fomentar la Innovación Educativa

La leyenda del tablero de ajedrez y los granos de trigo

Las competencias se desarrollan “movilizando y combinado, de manera eficaz recursos internos y externos” (pensando y comprendiendo situaciones matemáticas) para resolver situaciones complejas (en este caso acerca de eventos relacionados con la modelación de situaciones usando sucesiones geométricas y aritméticas)

Probabilidad y conjuntos

La probabilidad es la ciencia que tiene como objetivo cuantificar los posibles resultados de un experimento aleatorio, es decir, un suceso en el que no se tiene certeza de su resultado final sino hasta que se ejecute. Objetivo de aprendizaje: Comprender y manipular información de un experimento aleatorio en distintos formatos y/o conjuntos numéricos

Los cambios demográficos : un reto para la sociedad postmoderna

Al terminar de desarrollar las actividades podrás identificar y validar las medidas de tendencia central y de posición de un conjunto de datos en un contexto particular. A través del uso de las siguientes habilidades y conocimientos: relacionar los datos disponibles con su sentido o significado dentro de la información, realizar cálculos sencillos para la ejecución de un plan de acción, identificar las fallas o limitaciones de la información que se presenta y validar procedimientos y estrategias matemáticas utilizadas para dar solución a problemas

E-Learning Externado Volumen 9

La revista e-Learning Externado inaugura una edición especial dedicada al análisis del impacto de la inteligencia artificial en diferentes aspectos de la vida humana. Busca crear un espacio de reflexión y promover el diálogo crítico en torno a este fascinante tema. En este volumen contamos con la valiosa colaboración de expertos internos y externos, entre los que se encuentran docentes de la Universidad del Valle. Los temas abordados son tan diversos como la escritura digital, la brecha de género, las actividades de aprendizaje, la relación de las universidades del mundo con la IA, y el uso de ChatGPT.Esta publicación digital es una iniciativa de la Dirección de Innovación Educativa Digital para difundir la posición de la Universidad Externado de Colombia en torno al uso de plataformas, herramientas, ambientes y entornos digitales, con el ánimo de impulsar la innovación como medio para alcanzar una práctica educativa renovada en todas las modalidades de enseñanza. Haga clic sobre cada volumen para leerlo

Tecnología e innovación en educación superior: escenarios pospandemia

: ilustraciones, tablas, gráficos ; 28 cm.En este libro, titulado Tecnología e innovación en educación superior: escenarios pospandemia, se continúa el diálogo con expertos, específicamente en los temas de mayor debate que surgieron a partir del primer confinamiento provocado por el COVID-19, frente al aporte de la tecnología en los proceso de la calidad educativa. Se han identificado los investigadores que trabajan las temáticas de la obra y se les ha invitado a escribir para este libro, por lo que se convierte en aporte de indudable valor para el sector universitario, y se espera que continúe contribuyendo a los debates sobre la educación superior

GWAS and meta-analysis identifies 49 genetic variants underlying critical COVID-19

Data availability: Downloadable summary data are available through the GenOMICC data site (https://genomicc.org/data). Summary statistics are available, but without the 23andMe summary statistics, except for the 10,000 most significant hits, for which full summary statistics are available. The full GWAS summary statistics for the 23andMe discovery dataset will be made available through 23andMe to qualified researchers under an agreement with 23andMe that protects the privacy of the 23andMe participants. For further information and to apply for access to the data, see the 23andMe website (https://research.23andMe.com/dataset-access/). All individual-level genotype and whole-genome sequencing data (for both academic and commercial uses) can be accessed through the UKRI/HDR UK Outbreak Data Analysis Platform (https://odap.ac.uk). A restricted dataset for a subset of GenOMICC participants is also available through the Genomics England data service. Monocyte RNA-seq data are available under the title ‘Monocyte gene expression data’ within the Oxford University Research Archives (https://doi.org/10.5287/ora-ko7q2nq66). Sequencing data will be made freely available to organizations and researchers to conduct research in accordance with the UK Policy Framework for Health and Social Care Research through a data access agreement. Sequencing data have been deposited at the European Genome–Phenome Archive (EGA), which is hosted by the EBI and the CRG, under accession number EGAS00001007111.Extended data figures and tables are available online at https://www.nature.com/articles/s41586-023-06034-3#Sec21 .Supplementary information is available online at https://www.nature.com/articles/s41586-023-06034-3#Sec22 .Code availability: Code to calculate the imputation of P values on the basis of SNPs in linkage disequilibrium is available at GitHub (https://github.com/baillielab/GenOMICC_GWAS).Acknowledgements: We thank the members of the Banco Nacional de ADN and the GRA@CE cohort group; and the research participants and employees of 23andMe for making this work possible. A full list of contributors who have provided data that were collated in the HGI project, including previous iterations, is available online (https://www.covid19hg.org/acknowledgements).Change history: 11 July 2023: A Correction to this paper has been published at: https://doi.org/10.1038/s41586-023-06383-z. -- In the version of this article initially published, the name of Ana Margarita Baldión-Elorza, of the SCOURGE Consortium, appeared incorrectly (as Ana María Baldion) and has now been amended in the HTML and PDF versions of the article.Copyright © The Author(s) 2023, Critical illness in COVID-19 is an extreme and clinically homogeneous disease phenotype that we have previously shown1 to be highly efficient for discovery of genetic associations2. Despite the advanced stage of illness at presentation, we have shown that host genetics in patients who are critically ill with COVID-19 can identify immunomodulatory therapies with strong beneficial effects in this group3. Here we analyse 24,202 cases of COVID-19 with critical illness comprising a combination of microarray genotype and whole-genome sequencing data from cases of critical illness in the international GenOMICC (11,440 cases) study, combined with other studies recruiting hospitalized patients with a strong focus on severe and critical disease: ISARIC4C (676 cases) and the SCOURGE consortium (5,934 cases). To put these results in the context of existing work, we conduct a meta-analysis of the new GenOMICC genome-wide association study (GWAS) results with previously published data. We find 49 genome-wide significant associations, of which 16 have not been reported previously. To investigate the therapeutic implications of these findings, we infer the structural consequences of protein-coding variants, and combine our GWAS results with gene expression data using a monocyte transcriptome-wide association study (TWAS) model, as well as gene and protein expression using Mendelian randomization. We identify potentially druggable targets in multiple systems, including inflammatory signalling (JAK1), monocyte–macrophage activation and endothelial permeability (PDE4A), immunometabolism (SLC2A5 and AK5), and host factors required for viral entry and replication (TMPRSS2 and RAB2A).GenOMICC was funded by Sepsis Research (the Fiona Elizabeth Agnew Trust), the Intensive Care Society, a Wellcome Trust Senior Research Fellowship (to J.K.B., 223164/Z/21/Z), the Department of Health and Social Care (DHSC), Illumina, LifeArc, the Medical Research Council, UKRI, a BBSRC Institute Program Support Grant to the Roslin Institute (BBS/E/D/20002172, BBS/E/D/10002070 and BBS/E/D/30002275) and UKRI grants MC_PC_20004, MC_PC_19025, MC_PC_1905 and MRNO2995X/1. A.D.B. acknowledges funding from the Wellcome PhD training fellowship for clinicians (204979/Z/16/Z), the Edinburgh Clinical Academic Track (ECAT) programme. This research is supported in part by the Data and Connectivity National Core Study, led by Health Data Research UK in partnership with the Office for National Statistics and funded by UK Research and Innovation (grant MC_PC_20029). Laboratory work was funded by a Wellcome Intermediate Clinical Fellowship to B.F. (201488/Z/16/Z). We acknowledge the staff at NHS Digital, Public Health England and the Intensive Care National Audit and Research Centre who provided clinical data on the participants; and the National Institute for Healthcare Research Clinical Research Network (NIHR CRN) and the Chief Scientist’s Office (Scotland), who facilitate recruitment into research studies in NHS hospitals, and to the global ISARIC and InFACT consortia. GenOMICC genotype controls were obtained using UK Biobank Resource under project 788 funded by Roslin Institute Strategic Programme Grants from the BBSRC (BBS/E/D/10002070 and BBS/E/D/30002275) and Health Data Research UK (HDR-9004 and HDR-9003). UK Biobank data were used in the GSMR analyses presented here under project 66982. The UK Biobank was established by the Wellcome Trust medical charity, Medical Research Council, Department of Health, Scottish Government and the Northwest Regional Development Agency. It has also had funding from the Welsh Assembly Government, British Heart Foundation and Diabetes UK. The work of L.K. was supported by an RCUK Innovation Fellowship from the National Productivity Investment Fund (MR/R026408/1). J.Y. is supported by the Westlake Education Foundation. SCOURGE is funded by the Instituto de Salud Carlos III (COV20_00622 to A.C., PI20/00876 to C.F.), European Union (ERDF) ‘A way of making Europe’, Fundación Amancio Ortega, Banco de Santander (to A.C.), Cabildo Insular de Tenerife (CGIEU0000219140 ‘Apuestas científicas del ITER para colaborar en la lucha contra la COVID-19’ to C.F.) and Fundación Canaria Instituto de Investigación Sanitaria de Canarias (PIFIISC20/57 to C.F.). We also acknowledge the contribution of the Centro National de Genotipado (CEGEN) and Centro de Supercomputación de Galicia (CESGA) for funding this project by providing supercomputing infrastructures. A.D.L. is a recipient of fellowships from the National Council for Scientific and Technological Development (CNPq)-Brazil (309173/2019-1 and 201527/2020-0)