Identifying the factors influencing mathematical literacy in several Spanish regions

The aim of this paper is to analyse the students’ performance in the mathematical competency aspect of the Programme for International Student Assessment (PISA) 2015 tests and to compare 5 Spanish regions in this respect – Navarra, Castile-León and Catalonia, with results above the national average; and Extremadura and Andalusia, with results below the national average – in order to identify the factors causing these differences. To do so, we computed the degree of association between variables related to the students and to the schools with the scores obtained in the mathematical tests. The purpose of this analysis was to better understand the meaning of these scores and their causes and, above all, to propose educational policy actions for improving the students’ mathematical performance. In this study, a 2-level regression model was applied to the data collected in the PISA 2015 tests. The first level included the factors related to the students and the second was composed of the variables related to the schools. Our results highlight the significant influence of factors such as immigrant status, grade repetition, location of the school (rural or urban) and economic and sociocultural status. The relevance of these factors to students’ academic performance has been observed in previous editions of the PISA tests. We emphasise the need for action to improve students’ mathematical performance and, therefore, their educational success.Scientific Innovation and Employment Department of the Regional Government of Andalusia (Spain) HUM 141

Estudio fenológico de floración del Jardín Botánico de la Universidad de Málaga.

El establecimiento de las diferentes fenofases permite distinguir las distintas etapas por las que atraviesa una planta a lo largo de su ciclo biológico. La floración es un evento clave para determinar las secuencias estacionales y realizar un seguimiento de los patrones de floración lo cual es de gran importancia debido a su sensibilidad ante el cambio climático. Se han generado datos fenológicos de la floración de 388 especies cultivadas en el Jardín Botánico de la Universidad de Málaga con el objetivo de que sirvan de referencia para la identificación de los granos de polen presentes en la miel y en las cargas de polen. De esta manera, se puede realizar una comparación directa entre los granos de polen de los productos recolectados por las abejas y las especies que se encuentran en flor, lo que permite identificar su contenido polínico de una manera más precisa. Para ello, se ha visitado periódicamente el jardín para la toma de datos, habiéndose definido 3 niveles de intensidad en la fenología de la floración de las diferentes especies que han sido numeradas del 1 al 3, en función del porcentaje de brotes con flores en antesis. Los resultados proporcionan información valiosa para estudios de polinización y de interacción planta-polinizador.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The germplasm bank of the Botanical Garden of the University of Malaga.

The collection of the Germplasm Bank of the University of Malaga began recently associated with its Botanical Garden, in October 2021. The collection is made up of diaspores (fruits/seeds) of plant species belonging to the botanical garden itself and other native species of the vegetation of different areas of the province of Malaga. After the identification of the plants and the collection of the samples, standardized procedures are applied for their adequate conservation in the short and medium term in refrigerators at 4ºC, since the objective is to maintain a dynamic collection. Additionally, the database allows international exchanges and research activities such as viability studies or the elaboration of a photo atlas supported by morphometric studies of the preserved structures. The biodiversity conserved in this germplasm bank will be also very useful in a scenario of global change in which many species are being threatened, or even disappearing, since it constitutes a reservoir that guarantees the possible recovery of the different species whose diasporas have been preserved. Currently, the germplasm bank contains a total of 155 samples belonging to 115 taxa subject to strict protocols that guarantees the maintenance of their viability and genetic integrity, the sanitary conditions of the germplasm, its availability and the physical security of the collections.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Consecuencias constructivas y energéticas de una mala práctica. Arquitecturas desolladas

En la presente comunicación se analizan y exponen diversos casos que, extendidos en la geografía española, ponen en evidencia la necesidad de difundir las consecuencias y proponer acciones que impidan las actuaciones de eliminación de revocos y encalados exteriores en edificaciones históricas, al tiempo que se conciencia a propietarios y técnicos de sus riesgos, tanto a nivel de conservación y mantenimiento de las edificaciones como de su uso, en términos funcionales y energéticos

Estudio para la elaboración del Plan RENOVE de acristalamientos en viviendas de la Comunidad de Madrid

Este estudio, realizado por encargo de la Fundación de la Energía de la Comunidad de Madrid, tiene como objetivo evaluar las características y datos de las edificaciones de viviendas en la Comunidad de Madrid, así como las específicas de los huecos, carpinterías y vidrios existentes, de cara a definir las exigencias técnicas para la implantación de un plan de renovación de acristalamientos de las viviendas (Plan RENOVE) que mejora el comportamiento térmico de la envolvente de las edificaciones

CONOCIMIENTO ESPECIALIZADO PARA ENSEÑAR LA OPERACIÓN DE RESTA EN EDUCACIÓN INFANTIL

 Resumen: En este trabajo reflexionamos sobre el conocimiento profesional del profesor de Educación Infantil en relación con la resta. La atención al conocimiento deseable de este profesional es relativamente reciente, existiendo escasos estudios que aborden este tema. Partimos de la consideración de que este conocimiento es especializado; diferente al del profesor de Primaria o Secundaria; y su caracterización debe realizarse desde un enfoque centrado en la propia matemática. Esto nos lleva a considerar el modelo del Conocimiento Especializado del Profesor de Matemáticas (Mathematics Teachers’ Specialised Knowledge, MTSK) como herramienta teórica y analítica idónea para ofrecer una propuesta de elementos de conocimiento especializado que, a la luz de nuestra experiencia docente e investigadora, consideramos que deseables para este profesional en relación con la resta, incluyendo aspectos de conocimiento del contenido (Mathematical Knowledge, MK) y de conocimiento didáctico del contenido (Pedagogical Content Knowledge, PCK). La reflexión sobre esta propuesta nos lleva a destacar tres elementos principales que parecen caracterizadores de la naturaleza de este conocimiento: su densidad y cohesión, la profundidad de los conocimientos matemáticos implicados y su repercusión para construir un adecuado PCK; y la relevancia del conocimiento de las fases que los niños siguen en su proceso de comprensión del número. Se aportan sugerencias para la formación inicial y continua de estos profesionales.Palabras clave: Conocimiento especializado del profesor de matemáticas. MTSK. Profesor de Educación Infantil. Resta. Conocimiento matemático del contenido y conocimiento didáctico del contenido.KINDERGARTEN TEACHERS’ SPECIALISED KNOWLEDGE ON SUBTRACTION Abstract: In this paper we reflect upon the early childhood teachers’ professional knowledge in relation to subtraction. Paying attention to this professional desirable knowledge is relatively recent, and thus there are few studies that address it. We assume as a starting point the consideration that this knowledge is specialized; differs from that of primary or secondary teachers’; and its characterization must be carried out from an approach centered on mathematics itself. This leads us to consider the model of Mathematics Teachers’ Specialised Knowledge (MTSK) as a suitable theoretical and analytical tool to offer a proposal of specialized knowledge elements that, in light of our teaching and research experience, we considered desirable for the work of teaching of these professionals in relation to subtraction. In this proposal we include aspects of Mathematical Knowledge (MK) and of Pedagogical Content knowledge (PCK). In the proposal we highlight three main elements that seem to characterize the nature of this knowledge: its density and cohesion; the depth of the mathematical knowledge involved and its impact to build an adequate PCK; and the relevance of knowledge of the phases that children follow in their process of understanding the number. Some recommendations for early years teachers’ education are provided.Keywords: Mathematics Teachers’ Specialised Knowledge. MTSK. Early childhood teacher. Subtraction. Mathematical knowledge. Pedagogical content knowledge.CONHECIMENTO ESPECIALIZADO DO PROFESSOR DA EDUCAÇÃO INFANTIL NO ÂMBITO DO TEMA DA SUBTRAÇÃO Resumo: Neste trabalho, refletimos sobre o conhecimento profissional do professor de Educação Infantil em relação à subtração. Considerar como foco de atenção o conhecimento desejável destes professores é algo relativamente recente, existindo poucos estudos que abordam esta questão. Partimos da consideração de que esse conhecimento é especializado; diferente do conhecimento do professor das etapas escolares seguintes; e sua caracterização deve ser realizada a partir de uma abordagem centrada na própria matemática. Nesse sentido consideramos a conceitualização do Mathematics Teachers’ Specialized Knowledge (MTSK) como uma ferramenta teórica e analítica para conceitualizar uma proposta de elementos constituintes do conhecimento especializado ideal do professor no âmbito que, à luz de nossa experiência de ensino e pesquisa, consideramos desejável para este profissional em relação à subtração. Nesta proposta incluímos aspectos do conhecimento do conteúdo e do conhecimento pedagógico do conteúdo (PCK). Nesta proposta destacamos três elementos principais que parecem caracterizar a natureza desse conhecimento: sua densidade e coesão; a profundidade do conhecimento matemático envolvido e seu impacto para construir um PCK adequado; e a relevância do conhecimento do professor das fases que as crianças seguem no seu processo de compreensão do número em etapas educativas posteriores. São fornecidas sugestões para a formação inicial e contínua de professores.Palavras chave: Conhecimento Especializado em Professores de Matemática. MTSK. Professor de Educação Infantil. Subtração. Conhecimento matemático do conteúdo e conhecimento pedagógico do conteúdo

Dynamic changes of the extracellular matrix during corneal wound healing

Producción CientíficaThe extracellular matrix (ECM) confers transparency to the cornea because of the precise organization of collagen fibrils and a wide variety of proteoglycans. We monitored the corneal wound healing process after alkali burns in rabbits. We analyzed the location and expression of collagens and proteoglycans, the clinical impact, and the recovery of optical transparency. After the animals received both general and ocular topical anesthesia, the central cornea of the left eye was burned by placing an 8-mm diameter filter paper soaked in 0.5 N NaOH for 60 s. The eyes were evaluated under a surgical microscope at 1, 3, and 6 months after burning. At each time point, the clinical conditions of the burned and control corneas were observed. The arrangement of collagen fibers in the corneal stroma was visualized by Picrosirius-red staining, Gomori's silver impregnation and transmission electronic microscopy. Corneal light transmittance was also measured. Myofibroblasts presence was analyzed by immunohistochemistry. mRNA expression levels of collagen types I and III, lumican, decorin, keratocan and alpha-smooth muscle actin were determined by quantitative real-time polymerase chain reaction. One month after alkali burn, the ECM was disorganized and filled with lacunae containing different types of cells and collagen type III fibers in the wound area. Corneal opacities were present with attendant loss of light transmittance. Collagen and proteoglycan mRNA expression levels were up-regulated. After three months, wound healing progress was indicated by reduced corneal opacity, increased light transmittance, reorganization of collagen fibers and only collagen type I expression levels were at control levels. After six months, the wound area ECM morphology was similar to controls, but transmittance values remained low, denoting incomplete restoration of the stromal architecture. This multidisciplinary study of the stromal wound healing process revealed changes in corneal transmittance, collagen organization, myofibroblasts presence and ECM composition at 1, 3, and 6 months after alkali burning. Documenting wound resolution during the six-month period provided reliable information that can be used to test new therapies.Instituto de Salud Carlos III (Health Research Fund PI15/01906 )Ministerio de Economía, Industria y Competitividad ( project BFU2016-75360-R)Junta de Castilla y León (Project VA114P17

The Role of MTSK as Model of Teachers’ Knowledge in the Relationship between Mathematical Working Spaces

El profesor desempeña un papel crucial en la articulación de los Espacios de Trabajo Matemático. El modelo de conocimiento del profesor que aquí se presenta (denominado Mathematics Teacher’s Specialised Knowledge) propone una estructuración de dicho conocimiento basada en la noción de ‘especialización’. Esta estructuración, particularmente la consideración de sus componentes (subdominios), permite comprender el conocimiento que el profesor pone en juego en la transición entre los distintos Espacios (idóneo, personal y de referencia) de Trabajo Matemático, así como las relaciones entre estos.The teacher plays a crucial role in articulating Mathematical Working Spaces. The model of teacher knowledge, which is presented here (referred Mathematics Teacher's Specialized Knowledge), proposes a structuring of such knowledge based on the concept of 'specialization'. This organization, particularly considering its components (sub-domains), provides insight into the knowledge that the teacher brings into play in the transition between different (appropriate, personal, and reference) Mathematical Working Spaces, and the relationships between them

Cold-water corals and deep-sea sponges by-catch mitigation: Dealing with groundfish survey data in the management of the northwest Atlantic Ocean high seas fisheries

The integration of survey data in the processes of the Regional Fisheries Management Organisations is a key step for conservation of deep-sea ecosystems and sustainable exploitation of deep-sea fisheries resources, including the mitigation of by-catch and discards of cold-water corals and deep-sea sponges, both considered by FAO as vulnerable marine ecosystems (VMEs) indicator species. Information on corals and sponges from annual bottom trawl groundfish surveys in areas beyond national jurisdictions has been integrated into the “ecosystem management cycle” of the Northwest Atlantic Fisheries Organization (NAFO). Survey data have improved our knowledge on VMEs identification, distribution and extent, and has led to the proposal and implementation of conservation and management measures. These data have particular relevance to delineate and refine the boundaries of areas closed to commercial bottom fishing (14 closures), in order to prevent significant adverse impacts on VMEs, according to the mandate of United Nations General Assembly Resolution 61/105. Considering the European groundfish surveys in the NAFO Regulatory Area (high seas) as a case study, the paper presents an overview of how invertebrate catch data have been integrated into the fisheries management process as a basis to the implementation of VMEs closed areas. Fishing closures are considered effective spatial management measures to avoid by-catch and discards of cold-water corals and deep-sea sponges in commercial bottom fishing, mitigating the adverse impacts on deep-sea ecosystemsVersión del editor1,86

A theoretical exercise of Marine Spatial Planning in the Flemish Cap and Flemish Pass (NAFO Divs. 3LM): implications for fisheries management in the high seas

A theoretical exercise of Maritime Spatial Planning (MSP) is currently being conducted within the Regulatory Area of the Northwest Atlantic Fisheries Organization (NAFO), using the MESMA framework to assess whether the existing science base is sufficient to support a potential spatially managed area. The case study is located in the high seas within the Flemish Cap – Flemish Pass area. It includes cold-water coral and deep-sea sponge vulnerable marine ecosystems (VMEs), bottom fishing closed areas, and different blue economy activities, such as high seas fisheries and offshore oil and gas. The paper summarizes the context setting for MSP, in a theoretical scenario to accommodate an emergent offshore hydrocarbon exploration and exploitation, minimizing impacts on VMEs and existing high seas fisheries. Biophysical and socio-economic components of the ecosystem are mapped, including the spatial overlapping between new and traditional uses of the marine space, focused on potential conflicts user-user (e.g. hydrocarbon industry and deep-sea fisheries) or userenvironment (e.g. hydrocarbon industry and VMEs) and considering transboundary conflicts (e.g. recent oil spills). Current and potential management measures are described. This is followed by a discussion on the role and challenges of MSP in Areas Beyond National Jurisdiction, as lessons learned from the present exercise. Finally, the future work is briefly outlined