Una mirada curricular a la competencia de indagación

En este trabajo proponemos una caracterización (definición, desarrollo y descriptores) de la competencia de indagación, entendida como la capacidad de formularse preguntas de investigación e intentar responderlas haciendo uso de las matemáticas, para las etapas de Educación Primaria y Secundaria. Se considera una competencia básica que el alumnado podría continuar desarrollando en la siguiente etapa educativa, ajustándose entonces a la definición del currículo de Bachillerato para la competencia de investigación. Se argumenta que la adquisición de la competencia matemática está estrechamente relacionada con esta competencia de indagación ya que, siguiendo las recomendaciones del currículo, la enseñanza y aprendizaje de las Matemáticas debe basarse en la problematización de contextos reales y cotidianos del alumnado

Afectos y demostraciones geométricas en la formación inicial docente

Se estudia el desarrollo de problemas de demostración geométrica en un curso de formación inicial de profesores de matemáticas, examinando si se manifiesta la dimensión afectiva y de qué modo. Se presenta el caso de una estudiante y su comportamiento frente a dos problemas de demostración. Se analizan las dificultades, esquemas de demostración y elementos de lenguaje asociados con las creencias y las actitudes acerca de la demostración geométrica de los estudiantes. También se reconoce el perfil evolutivo de su desarrollo y el análisis de las emociones en distintos momentos de la demostración; ello permite establecer asociaciones entre el dominio afectivo y las actividades de demostración.Geometrical proving problems are studied during a first mathematics training course, analysing if and in which way affective dimension is manifested. A case of a student is presented observing her behaviour during two proof solving activities. The difficulties, proof schemes and language aspects were analyzed and associated with beliefs and attitudes towards geometrical students' proof. A development profile and analysis of emotions in separated moments during the proof is recognized. It gives the opportunity to establish relations among affective domain and proof activities

Visualización y simetría en la formación de maestros de educación infantil

Se presenta una investigación orientada a reconocer posicionamientos de futuros maestros de educación infantil cuando analizan tareas escolares que involucran conocimientos geométricos y son desarrolladas por niños de 5-6 años. Se analizan en detalle como estudio previo, las respuestas de tres futuros docentes a una tarea profesional. Los resultados muestran que domina una perspectiva superficial sobre cómo deben interpretarse las acciones de los niños y evidencian algunas aproximaciones sobre sus concepciones y su interpretación de las matemáticas a enseñar, mostrando que la idea de visualización y conceptualización de patrones como la simetría son procesos cognitivos complejos y muy desconocidos

Visualización y simetría en la formación de maestros de Educación Infantil

This article presents a research aimed to recognize positions of early childhood future teachers, when analyzing school assignments involving geometry. The activity is developed by children aged 5-6 years old. They are discussed in detail as previous study, responses of three future teachers to a professional task. The results show that it dominates a superficial perspective on how to interpret the actions of children. It also appears some views and interpretations of mathematics teaching. The idea of visualization and conceptualization of patterns like symmetry were found as complex cognitive processes and much unknown.Se presenta una investigación orientada a reconocer posicionamientos de futuros maestros de educación infantil cuando analizan tareas escolares que involucran conocimientos geométricos y son desarrolladas por niños de 5-6 años. Se analizan en detalle como estudio previo, las respuestas de tres futuros docentes a una tarea profesional. Los resultados muestran que domina una perspectiva superficial sobre cómo deben interpretarse las acciones de los niños y evidencian algunas aproximaciones sobre sus concepciones y su interpretación de las matemáticas a enseñar, mostrando que la idea de visualización y conceptualización de patrones como la simetría son procesos cognitivos complejos y muy desconocidos

EUSEDcollab: a network of data from European catchments to monitor net soil erosion by water

As a network of researchers we release an open-access database (EUSEDcollab) of water discharge and suspended sediment yield time series records collected in small to medium sized catchments in Europe. EUSEDcollab is compiled to overcome the scarcity of open-access data at relevant spatial scales for studies on runoff, soil loss by water erosion and sediment delivery. Multi-source measurement data from numerous researchers and institutions were harmonised into a common time series and metadata structure. Data reuse is facilitated through accompanying metadata descriptors providing background technical information for each monitoring station setup. Across ten European countries, EUSEDcollab covers over 1600 catchment years of data from 245 catchments at event (11 catchments), daily (22 catchments) and monthly (212 catchments) temporal resolution, and is unique in its focus on small to medium catchment drainage areas (median=43km2, min=0.04km2, max=817km2) with applicability for soil erosion research. We release this database with the aim of uniting people, knowledge and data through the European Union Soil Observatory (EUSO)

Prospective individual patient data meta-analysis of two randomized trials on convalescent plasma for COVID-19 outpatients

Data on convalescent plasma (CP) treatment in COVID-19 outpatients are scarce. We aimed to assess whether CP administered during the first week of symptoms reduced the disease progression or risk of hospitalization of outpatients. Two multicenter, double-blind randomized trials (NCT04621123, NCT04589949) were merged with data pooling starting when = 50 years and symptomatic for <= 7days were included. The intervention consisted of 200-300mL of CP with a predefined minimum level of antibodies. Primary endpoints were a 5-point disease severity scale and a composite of hospitalization or death by 28 days. Amongst the 797 patients included, 390 received CP and 392 placebo; they had a median age of 58 years, 1 comorbidity, 5 days symptoms and 93% had negative IgG antibody-test. Seventy-four patients were hospitalized, 6 required mechanical ventilation and 3 died. The odds ratio (OR) of CP for improved disease severity scale was 0.936 (credible interval (CI) 0.667-1.311); OR for hospitalization or death was 0.919 (CI 0.592-1.416). CP effect on hospital admission or death was largest in patients with <= 5 days of symptoms (OR 0.658, 95%CI 0.394-1.085). CP did not decrease the time to full symptom resolution

Relationship of Weather Types on the Seasonal and Spatial Variability of Rainfall, Runoff, and Sediment Yield in the Western Mediterranean Basin

Rainfall is the key factor to understand soil erosion processes, mechanisms, and rates. Most research was conducted to determine rainfall characteristics and their relationship with soil erosion (erosivity) but there is little information about how atmospheric patterns control soil losses, and this is important to enable sustainable environmental planning and risk prevention. We investigated the temporal and spatial variability of the relationships of rainfall, runoff, and sediment yield with atmospheric patterns (weather types, WTs) in the western Mediterranean basin. For this purpose, we analyzed a large database of rainfall events collected between 1985 and 2015 in 46 experimental plots and catchments with the aim to: (i) evaluate seasonal differences in the contribution of rainfall, runoff, and sediment yield produced by the WTs; and (ii) to analyze the seasonal efficiency of the different WTs (relation frequency and magnitude) related to rainfall, runoff, and sediment yield. The results indicate two different temporal patterns: the first weather type exhibits (during the cold period: autumn and winter) westerly flows that produce the highest rainfall, runoff, and sediment yield values throughout the territory; the second weather type exhibits easterly flows that predominate during the warm period (spring and summer) and it is located on the Mediterranean coast of the Iberian Peninsula. However, the cyclonic situations present high frequency throughout the whole year with a large influence extended around the western Mediterranean basin. Contrary, the anticyclonic situations, despite of its high frequency, do not contribute significantly to the total rainfall, runoff, and sediment (showing the lowest efficiency) because of atmospheric stability that currently characterize this atmospheric pattern. Our approach helps to better understand the relationship of WTs on the seasonal and spatial variability of rainfall, runoff and sediment yield with a regional scale based on the large dataset and number of soil erosion experimental stations

Aprendiendo a enseñar geometría en Primaria: análisis de simulaciones sobre la intervención

En este artículo se presenta y analiza un trabajo desarrollado en el contexto de la formación inicial de maestros en el campo de la Geometría. La experiencia parte de la necesidad de vincular las actividades de formación con los proceso de enseñanza/aprendizaje de las matemáticas primarias. En este sentido, el curso gira en torno al diseño, implementación y análisis de unidades didácticas de contenido geométrico, primando en el proceso de formación el componente de contenido pedagógico y profesional sobre el matemático (ya trabajado en un curso previo)