Los docentes, sentidos construidos en la escuela sobre las matemáticas. Un estudio en la ciudad de México

Las ideas y expectativas de 337 maestros de educación primaria de escuelas públicas acerca de contenidos matemáticos importantes en ese nivel escolar y el desempeño de sus estudiantes es el objeto de estudio de una investigación realizada en la Ciudad de México. Aun cuando los docentes laboran en diferentes zonas del Distrito Federal, sus opiniones revelan que comparten objetivos y sentidos; por ello, pueden identificarse como parte de una comunidad profesional. Además, se puso de manifiesto que los profesores adaptan objetivos que asocian a su práctica según la situación escolar que viven. Entre los distintos grupos caracterizados por formas de pensar se encontraron fuertes contrastes que revelan cómo se asume la complejidad de las prácticas relacionadas con los procesos de aprendizaje y de enseñanza de las matemáticas

Hacia un modelo de reflexión de la práctica profesional del profesor de matemáticas

Este documento comunica el desarrollo de una investigación cualitativa cuyo objetivo es ayudar al profesor de matemáticas a reflexionar sobre la actividad matemática de sus estudiantes durante la clase, para esto se propone un modelo de reflexión que le facilite analizar aspectos puntuales de su práctica docente. En la comunicación se presenta la estructura del modelo el cual es aplicado en tres casos de estudio, y se reportan algunos resultados del proceso reflexivo en uno de ellos

Un modelo para ayudar a los profesores a reflexionar sobre la actividad matemática que promueven en sus clases

Este documento comunica el desarrollo de una investigación cualitativa cuyo objetivo es ayudar a los profesores de matemáticas a reflexionar sobre la actividad matemática de sus estudiantes durante la clase; para esto se propone un modelo de reflexión que les facilite analizar aspectos puntuales de su práctica docente. En la comunicación se presenta la estructura del modelo, el cual es aplicado en tres casos de estudio, y se reportan algunos resultados del proceso reflexivo en uno de ellos

Malaria and Fetal Growth Alterations in the 3(rd) Trimester of Pregnancy: A Longitudinal Ultrasound Study.

Pregnancy associated malaria is associated with decreased birth weight, but in-utero evaluation of fetal growth alterations is rarely performed. The objective of this study was to investigate malaria induced changes in fetal growth during the 3(rd) trimester using trans-abdominal ultrasound. An observational study of 876 pregnant women (398 primi- and secundigravidae and 478 multigravidae) was conducted in Tanzania. Fetal growth was monitored with ultrasound and screening for malaria was performed regularly. Birth weight and fetal weight were converted to z-scores, and fetal growth evaluated as fetal weight gain from the 26th week of pregnancy. Malaria infection only affected birth weight and fetal growth among primi- and secundigravid women. Forty-eight of the 398 primi- and secundigravid women had malaria during pregnancy causing a reduction in the newborns z-score of -0.50 (95% CI: -0.86, -0.13, P = 0.008, multiple linear regression). Fifty-eight percent (28/48) of the primi- and secundigravidae had malaria in the first half of pregnancy, but an effect on fetal growth was observed in the 3(rd) trimester with an OR of 4.89 for the fetal growth rate belonging to the lowest 25% in the population (95%CI: 2.03-11.79, P<0.001, multiple logistic regression). At an individual level, among the primi- and secundigravidae, 27% experienced alterations of fetal growth immediately after exposure but only for a short interval, 27% only late in pregnancy, 16.2% persistently from exposure until the end of pregnancy, and 29.7% had no alterations of fetal growth. The effect of malaria infections was observed during the 3(rd) trimester, despite infections occurring much earlier in pregnancy, and different mechanisms might operate leading to different patterns of growth alterations. This study highlights the need for protection against malaria throughout pregnancy and the recognition that observed changes in fetal growth might be a consequence of an infection much earlier in pregnancy.\u

Multidifferential study of identified charged hadron distributions in ZZ-tagged jets in proton-proton collisions at s=\sqrt{s}=13 TeV

Jet fragmentation functions are measured for the first time in proton-proton collisions for charged pions, kaons, and protons within jets recoiling against a $Z$ boson. The charged-hadron distributions are studied longitudinally and transversely to the jet direction for jets with transverse momentum 20 $< p_{\textrm{T}} < 100$ GeV and in the pseudorapidity range $2.5 < \eta < 4$. The data sample was collected with the LHCb experiment at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 1.64 fb$^{-1}$. Triple differential distributions as a function of the hadron longitudinal momentum fraction, hadron transverse momentum, and jet transverse momentum are also measured for the first time. This helps constrain transverse-momentum-dependent fragmentation functions. Differences in the shapes and magnitudes of the measured distributions for the different hadron species provide insights into the hadronization process for jets predominantly initiated by light quarks.Comment: All figures and tables, along with machine-readable versions and any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-013.html (LHCb public pages

Study of the B−→Λc+Λˉc−K−B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-} decay

The decay $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ is studied in proton-proton collisions at a center-of-mass energy of $\sqrt{s}=13$ TeV using data corresponding to an integrated luminosity of 5 $\mathrm{fb}^{-1}$ collected by the LHCb experiment. In the $\Lambda_{c}^+ K^{-}$ system, the $\Xi_{c}(2930)^{0}$ state observed at the BaBar and Belle experiments is resolved into two narrower states, $\Xi_{c}(2923)^{0}$ and $\Xi_{c}(2939)^{0}$, whose masses and widths are measured to be $$m(\Xi_{c}(2923)^{0}) = 2924.5 \pm 0.4 \pm 1.1 \,\mathrm{MeV}, \\ m(\Xi_{c}(2939)^{0}) = 2938.5 \pm 0.9 \pm 2.3 \,\mathrm{MeV}, \\ \Gamma(\Xi_{c}(2923)^{0}) = \phantom{000}4.8 \pm 0.9 \pm 1.5 \,\mathrm{MeV},\\ \Gamma(\Xi_{c}(2939)^{0}) = \phantom{00}11.0 \pm 1.9 \pm 7.5 \,\mathrm{MeV},$$ where the first uncertainties are statistical and the second systematic. The results are consistent with a previous LHCb measurement using a prompt $\Lambda_{c}^{+} K^{-}$ sample. Evidence of a new $\Xi_{c}(2880)^{0}$ state is found with a local significance of $3.8\,\sigma$, whose mass and width are measured to be $2881.8 \pm 3.1 \pm 8.5\,\mathrm{MeV}$ and $12.4 \pm 5.3 \pm 5.8 \,\mathrm{MeV}$, respectively. In addition, evidence of a new decay mode $\Xi_{c}(2790)^{0} \to \Lambda_{c}^{+} K^{-}$ is found with a significance of $3.7\,\sigma$. The relative branching fraction of $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ with respect to the $B^{-} \to D^{+} D^{-} K^{-}$ decay is measured to be $2.36 \pm 0.11 \pm 0.22 \pm 0.25$, where the first uncertainty is statistical, the second systematic and the third originates from the branching fractions of charm hadron decays.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-028.html (LHCb public pages

Measurement of the ratios of branching fractions R(D∗)\mathcal{R}(D^{*}) and R(D0)\mathcal{R}(D^{0})

The ratios of branching fractions $\mathcal{R}(D^{*})\equiv\mathcal{B}(\bar{B}\to D^{*}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(\bar{B}\to D^{*}\mu^{-}\bar{\nu}_{\mu})$ and $\mathcal{R}(D^{0})\equiv\mathcal{B}(B^{-}\to D^{0}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(B^{-}\to D^{0}\mu^{-}\bar{\nu}_{\mu})$ are measured, assuming isospin symmetry, using a sample of proton-proton collision data corresponding to 3.0 fb${ }^{-1}$ of integrated luminosity recorded by the LHCb experiment during 2011 and 2012. The tau lepton is identified in the decay mode $\tau^{-}\to\mu^{-}\nu_{\tau}\bar{\nu}_{\mu}$. The measured values are $\mathcal{R}(D^{*})=0.281\pm0.018\pm0.024$ and $\mathcal{R}(D^{0})=0.441\pm0.060\pm0.066$, where the first uncertainty is statistical and the second is systematic. The correlation between these measurements is $\rho=-0.43$. Results are consistent with the current average of these quantities and are at a combined 1.9 standard deviations from the predictions based on lepton flavor universality in the Standard Model.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-039.html (LHCb public pages

Teaching kinematics using mathematics history

International audienceThis article describes a proposal for teaching kinematics using mathematics history; recognizing that history, mathematics, physics and language share similar knowledge structures that must be articulated to achieve teaching-learning processes. To account for this, we discuss how mathematics and physics has historically contributed to describe motion representations. A learning unit is described based on the experimental technique that probably Galileo used to measure times and distances and is not well known by textbooks' authors. This experimentation with intervention tries to interrogate students' alternative ideas. We intended to provoke a conceptual change using several mathematical and physical representations that have been constructed throughout history and have allowed describing the nature in a better way. A qualitative study of the experience in a physics class was carried out. Forty students aged about 13-years-old from a public secondary school in Mexico City participated in the study. The learning unit described in this article was the first stage of a broader study constituted by five stages. It was important to work with students to establish the relationship between the variables involved in the description of uniformly accelerated motion, so as the ratio between the distances travelled and the time elapsed

La mediación docente y los espacios de trabajo matemático

El maestro pone en juego estrategias para facilitar que los alumnos aprendan matemáticas. Como resultado de varios acercamientos a clases de matemáticas de maestros de educación básica, en este artículo se caracterizan cinco dificultades que el profesor enfrenta para mediar una concurrencia significativa entre los Espacios de Trabajo Matemático institucionales e individuales