Differences in mental imagery between Spanish and Italian populations

Son pocos los estudios que miden la viveza de imagen entre individuos de diferentes países, por eso, en nuestra investigación deseábamos averiguar si existían diferencias significativas entre los individuos de España y de Italia, y entre las mujeres y hombres, en tres tipos de imágenes mentales: viveza de imagen, control de imagen, y habilidad para la imagen espacial. Para ello, seleccionamos un grupo de 103 estudiantes universitarios italianos y otro grupo de 110 estudiantes universitarios españoles a los que se les aplicaron tres tipos de test: un test que medía viveza de imagen, otro que medía el control de imagen, y el tercero que medía la habilidad de imagen espacial. Se encontró que el género no influía en ninguna de las medidas de imagen utilizada, sin embargo, el país influyó en el control de imagen. Los españoles obtuvieron puntuaciones, en control de imagen, significativamente superiores a las que obtuvieron los individuos italianos. Se necesitan nuevos estudios que midan estos y otros tipos de imagen, en estos y en otros países, para llegar a tener un conocimiento de cómo se distribuye la capacidad de imagen por todo el mundoStudies measuring imagery vividness in different populations from different countries are scarce. Thus, the aim of this study was to ascertain if there were significant differences between Spanish and Italian populations and between women and men in three types of mental imagery: image vividness, image control, and spatial imagery ability. A total of 103 Italian second-year undergraduates, and 110 Spanish second-year undergraduates were administered three types of test: a test measuring image vividness, another image control, and a third test measuring spatial imagery ability. Though gender was not found to influence any of the measurements of imagery analysed, the country of origin was found to influence image control. Spanish participants obtained significantly higher image control scores than Italian participants. Further studies are required to measure these and other types of imagery, in these and other countries in order to broaden our understanding of the distribution of imagery ability worldwideS

Eficacia comparativa de métodos de aprendizaje mixto en la enseñanza de nuevos algoritmos a maestros en formación: estudio de un caso para la elaboración de directrices de diseño / Comparative efficiency of blended learning methods for teaching new algorithms to future teachers: study of a successful case to stablish design guidelines

En el afán de ir más allá de los métodos basados en clases magistrales para la implementación del aprendizaje basado en problemas en la enseñanza de conocimientos relacionados con el ámbito de las matemáticas en educación universitaria, los enfoques para promover el aprendizaje digital se están volviendo cada vez más diversos, difundidos y generalmente bien aceptados dentro de la educación universitaria. Esta nueva etapa enfatiza en el creciente impacto de factores externos emergentes que, creemos, pueden promover un mayor uso de metodologías digitales. Estos factores contextuales incluyen: (i) Un creciente compromiso con el currículo basado en competencias, que focaliza en el aprendizaje de competencias específicas (incluidas competencias tecnológicas y de trabajo en equipo). (ii) Los avances en los medios digitales, que incrementan las posibilidades de desarrollo de los contenidos fuera del aula, liberando recursos para sintetizar y aplicar dichos conceptos. Sin embargo, la adopción de tales enfoques está entrando en una nueva y difícil era, enfrentando desafíos persistentes, entre los cuales se encuentra la falta de directrices útiles.En la presente contribución, pretendemos demostrar consistentemente resultados de excelencia) cuando se utilizan tales métodos y estrategias de aprendizaje, evidenciados mediante la puesta en práctica de dicha metodología en la docencia de asignaturas universitarias durante el curso 2017-18. Concretamente, en esta experiencia se ha trabajado la enseñanza del Algoritmo Basado en Números (ABN) partiendo desde diferentes perspectivas metodológicas en distintos grupos de la misma asignatura del Grado en Educación Primaria de la Universidad de Cádiz. La metodología empleada, de clases invertidas, se ha puesto en funcionamiento facilitando recursos en distintos soportes a los distintos grupos de trabajo (lecciones en video o lecciones en texto) a fin de discriminar el rendimiento de estos recursos.De igual manera, facilitaremos las directrices y métodos utilizados para su puesta en práctica en el contexto específico mencionado, así como los resultados de aprendizaje y las impresiones de los alumnos que han cursado dicha asignatura.

Influence of the Algorithmization Process on the Mathematical Competence: A Case Study of Trainee Teachers Assessing ABN- and CBC-Instructed Schoolchildren by Gamification

In this manuscript, schoolchild mathematical competencies have been assessed by using educational gamification methodologies; specifically, Educational Escape Rooms (EER). To ease the interpretation of results, Spanish schoolchildren trained by using two different methodologies (ABN and CBC) were selected to participate in the experience. The gamified environment used as assessment tool was co-designed by trainee teachers, on-service teachers, and university researchers. The design was implemented in different educational centers and the results were transcribed to deliver a didactic analysis. Among the findings of this study, we uncovered: (i) the reduction of the math anxiety, (ii) the different performance of the schoolchild involved-ABN students show an additional and positive 10% development of certain mathematical competences-and (iii) a positive didactic-mathematic development of the participant trainee teachers

Contributions of the psychology of mathematical cognition in early childhood education using apps

Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57-79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (N = 49), high-performance group (N = 21), and control group (N = 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance

Estudio piloto sobre discalculia usando el “Dyscalculia Screener” de Butterworth

Having screening tools to identify students at risk of learning difficulties in mathematics is an essential resource to address future interventions that reduce failure and poor performance in mathematics.We present a pilot study with 49 students (average age of 9 years, 5 months) of 4th year of primary education to which we have evaluated with the computerized test of Butterworth (2003), Dyscalculia Screener. This tool consists of 4 subtests: 1. Simple Reaction Time, which evaluates the reaction time of the student before the presentation of a stimulus; 2. Point enumeration, which evaluates the ability to estimate the small numbers that is fundamental to learn to count, since it allows to check the result of the enumeration (Fuson, 1988). It is believed that this ability is innate, and a deficit could contribute to dyscalculia. 3. Comparison of numbers (also called as numerical effect of Stroop), is a test of ability to order numbers by their size. Homework also requires a fluid understanding of numbers. Students with deficits in the ability to recognize and understand numbers may have stopped forming efficient connections between numbers and their meanings so that a deficit could contribute to dyscalculia; 4. Test of Arithmetic Performance (addition and multiplication), the student has to answer quickly if an operation is correct or not.The results of this pilot study show a percentage of the risk population of 6.1%, which is in a range similar to that of other studies on the prevalence of dyscalculia (Devine et al., 2013, Dirks et al., 2008) .In the future, the expansion of the sample and its classification will provide an initial device to address a more complete assessment of students with learning difficulties in mathematics. Likewise, this screening allows the development of more specific intervention actions.Disponer de herramientas de cribado (screening) para identificar a estudiantes en riesgo de dificultades de aprendizaje en matemáticas es un  recurso imprescindible para abordar futuras intervenciones que disminuyan el fracaso y el bajo rendimiento en matemáticas.Presentamos un estudio piloto con 49 alumnos (media de edad de 9 años, 5 meses ) de 4º de educación Primaria a los que hemos evaluado con el test informatizado de Butterworth (2003), Dyscalculia Screener. Esta herramienta consta de 4 subtests: 1. Tiempo de Reacción Simple, que evalúa el tiempo de reacción del alumno ante la presentación de un estímulo; 2. Enumeración de puntos, que evalúa la capacidad para estimar los números pequeños que es fundamental para aprender a contar, ya que permite comprobar el resultado de la enumeración (Fuson, 1988). Se cree que esta capacidad es innata, y un déficit podría contribuir a la discalculia. 3. Comparación de números (también denominada como efecto numérico de Stroop), es una prueba de capacidad para ordenar numerosidades por su tamaño. La tarea también requiere una comprensión fluida de los números. Los alumnos con déficits en la capacidad de reconocer y comprender numerosidades pueden haber dejado de formar conexiones eficientes entre los números y sus significados por lo que un déficit podría contribuir a la discalculia; 4. Test de Rendimiento Aritmético (suma y multiplicación), el alumno tiene que contestar rápidamente si una operación es o no correcta.Los resultados de este estudio piloto muestran un porcentaje de población de riesgo del 6,1%, que se encuentra en un rango similar al de otros estudios sobre prevalencia de la discalculia (Devine et al., 2013; Dirks et al., 2008).En el futuro la ampliación de la muestra y su tipificación permitirá disponer de un dispositivo inicial para abordar una evaluación más completa de estudiantes con dificultades de aprendizaje de las matemáticas. Asimismo, este cribado permite desarrollar acciones más específicas de intervención.

Description of Main Innovative and Alternative Methodologies for Mathematical Learning of Written Algorithms in Primary Education

The traditional way of teaching mathematics generates significant learning difficulties in students that are reflected in their academic performance. In recent years, the number of teachers and researchers interested in finding innovative, flexible and comprehensible methodologies has increased. The main objective of this article has been to carry out a theoretical review of the methodologies for learning/teaching mathematics at school level. Central elements of international and national method initiatives have been highlighted. The empirical evidence on the Singapore method and the Algorithm Based on Numbers (ABN) method confirms the need to include innovative and manipulative strategies in the classroom. The Singapore method has been shown as a source that improves students ' problem solving skill, mathematical competence, boosting reasoning, and a higher motivation. Some studies focused on the effectiveness of the ABN method and its influence on mathematical cognition. The use of this methodology and learning in flipped classroom have obtained significant results in teacher training. These results could provide guidance about how to improve pre-service education in Primary Bachelor's Degree. The findings presented in the manuscript could be a basis for opening new lines of quantitative research, with the aim of analysing problem solving and the use of manipulative materials in mathematics. Thus, future research should focus on analysing the cognitive processes involved in mathematical learning, carrying out empirical studies in schools. In addition, it is necessary to improve future teachers' training, so that they can learn about new alternatives for mathematical teaching and the available resources to be able to put it into practice. Moreover, alternative methodologies are a necessary driver for the improvement of mathematical performance both inside and outside the classroom, and also for the technological and economic development of countries

Estudio comparativo de cálculo mental y escrito en tercer ciclo de educación primaria

More than a decade ago, the Primary Education curriculum has given higher meaning to mental calculation over written calculation. However, in classroom practice, the vertical written algorithms teaching continues to be prioritized. In this sense, the teaching and learning of these algorithms continues to generate certain difficulties in the students. For this reason, alternatives to traditional written calculation are being implemented in educational centers, with the aim of encouraging the development of cognitive calculation mental strategies and improving the mathematical competence of students. The purpose of this study is to analyze the possible differences in written calculation and mental calculation in the upper levels of Primary Education, comparing students who follow two different methodologies for learning mathematics, such as the Open Based on Numbers (ABN) method and the method Closed Based on Ciphers (CBC). Currently, an empirical study is being carried out with a sample of 245 participants, 106 belonging to the experimental group (ABN) and 139 to the control group (CBC). The evaluation instruments used in this study were different arithmetic resolution tests. The experimental group showed higher scores in the mental calculation variable (XGC = 9.18; XGE = 13.21), with significant differences between the groups (p < .001). On the contrary, the control group showed higher scores in written calculation compared to the experimental group (XGC = 16.71; XGE =15.38), these differences being significant again (p < .001). These results suggest the possibility of opening new lines of research to deepen into the mental calculation cognitive strategies used by students, and their possible influence on mathematical performance as well as in other areas of the primary education curriculum.Desde hace más de una década, el currículum de Educación Primaria pone más énfasis en el cálculo mental que en el cálculo escrito, aunque en la práctica docente se siga priorizando la enseñanza de algoritmos escritos verticales. En este sentido, la enseñanza y aprendizaje de estos algoritmos sigue generando ciertas dificultades en parte del alumnado. Esto hace que en los centros educativos se estén implementando alternativas al cálculo escrito tradicional,con el objetivo de incentivar el desarrollo de estrategias cognitivas de cálculo mental y mejorar la competencia matemática del alumnado. El presente estudio tiene como finalidad analizar las posibles diferencias en cálculo escrito y cálculo mental en último ciclo de Educación Primaria, comparando alumnos que siguen dos metodologías distintas de aprendizaje de las matemáticas, como son el método Abierto Basado en Números (ABN) y el método Cerrado Basado en Cifras (CBC). Actualmente, está en ejecución un estudio empírico que cuenta con una muestra de 245 participantes, 106 pertenecientes al grupo experimental (ABN) y 139 al grupo control (CBC). Los instrumentos de evaluación empleados en este estudio fueron distintas pruebas de resolución aritmética. El grupo experimental mostró un rendimiento superior en la variable cálculo mental (XGC = 9.18; XGE= 13.21), siendo significativas las diferencias entre los grupos (p < .001). Por el contrario, el grupo control mostró puntuaciones superiores en cálculo escrito frente al grupo experimental (XGC = 16.71; XGE =15.38), siendo de nuevo significativas estas diferencias (p < .001). Estos resultados sugieren profundizar en las estrategias cognitivas de cálculo mental utilizadas por el alumnado y su posible influencia en el rendimiento matemático y en otras áreas del currículum de Educación Primaria.

Patient preferences and treatment safety for uncomplicated vulvovaginal candidiasis in primary health care

<p>Abstract</p> <p>Background</p> <p>Vaginitis is a common complaint in primary care. In uncomplicated candidal vaginitis, there are no differences in effectiveness between oral or vaginal treatment. Some studies describe that the preferred treatment is the oral one, but a Cochrane's review points out inconsistencies associated with the report of the preferred way that limit the use of such data. Risk factors associated with recurrent vulvovaginal candidiasis still remain controversial.</p> <p>Methods/Design</p> <p>This work describes a protocol of a multicentric prospective observational study with one year follow up, to describe the women's reasons and preferences to choose the way of administration (oral vs topical) in the treatment of not complicated candidal vaginitis. The number of women required is 765, they are chosen by consecutive sampling. All of whom are aged 16 and over with vaginal discharge and/or vaginal pruritus, diagnosed with not complicated vulvovaginitis in Primary Care in Madrid.</p> <p>The main outcome variable is the preferences of the patients in treatment choice; secondary outcome variables are time to symptoms relief and adverse reactions and the frequency of recurrent vulvovaginitis and the risk factors. In the statistical analysis, for the main objective will be descriptive for each of the variables, bivariant analysis and multivariate analysis (logistic regression).. The dependent variable being the type of treatment chosen (oral or topical) and the independent, the variables that after bivariant analysis, have been associated to the treatment preference.</p> <p>Discussion</p> <p>Clinical decisions, recommendations, and practice guidelines must not only attend to the best available evidence, but also to the values and preferences of the informed patient.</p