48 research outputs found
Un estudio experimental de las variables en los problemas elementales de probabilidad
En este estudio analizamos los ejercicios y ejemplos de probabilidad
presentados en una muestra de libros de texto de bachillerato publicados
entre 1975-1991, las variables de tarea de los mismos y comparamos su
distribución en dos textos. Nuestra intención es mostrar algunas características
generales de los ejercicios y ejemplos presentados en los libros de
texto similares a los analizados, que podrían influir en el significado de la
probabilidad presentado al estudiante y que pueden servir para el análisis
de otros libros de texto y en la construcción de materiales curriculares.This article deals with the essay that we have made where we analyse
the probability exercises in a sample set of books for bachillerato published
between 1975 and 1991. We also examine the variables that they present
and we compare their distribution in two textbooks. Our intention is to show
some of the general characteristics of the exercises and examples in textbooks
similar to the ones analysed, which might have an influence in the meaning
of probability presented to the student. Likewise, this essay can be of help
for the analysis of other textbooks and to elaborate curriculum materialsFacultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada
Pre-service Teachers’ Common Content Knowledge Regarding the Arithmetic Mean
The main goal of this study is to determine the common content knowledge of a group of pre-service primary teachers regarding the arithmetic mean. The cognitive configuration tool proposed by the Onto-semiotic Approach of Cognition and Mathematics Instruction shows that the arithmetic mean can have a variety of meanings, and the application of this tool here revealed significant difficulties related to the students’ understanding of this mathematical object and some of its properties. This article concludes with some educational implications for teacher training in the field of statistics
Semiotic analysis of probability language in Spanish secondary school textbooks
II Congreso Internacional Virtual sobre el Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemáticos (CIVEOS-2), 23-26 de marzo de 2017. [http://enfoqueontosemiotico.ugr.es/]En este trabajo realizamos un análisis semiótico del lenguaje de la estadística y probabilidad en tres libros de texto españoles de Educación Secundaria publicados el pasado año. Los resultados muestran la gran riqueza y diversidad de expresiones verbales y predominio de lenguaje coloquial frente al formal; el lenguaje se asocia a diversos significados de la probabilidad (intuitivo, clásico, frecuencial y formal). El lenguaje numérico se desarrolla de acuerdo a la introducción de diferentes sistemas numéricos en la enseñanza y se encuentra también amplio uso de representaciones tabulares y gráficas. Algunas diferencias en los libros indican el importante papel del profesor al seleccionar y usar estos libros en la enseñanza.In this paper, we present a semiotic analysis of probability language in three Spanish secondary school textbooks published in the past years. The results show the great richness and variety of verbal expressions and predominance of colloquial language against formal expressions. The language is associated to different meanings of probability (intuitive, classical, frequentist and formal meanings). The numerical language is developed according to the introduction of different number systems and there is also an extensive use of tabular and graphical representations. Some differences in the books indicate the important role of the teacher to select and use these textbooks in teaching.Plan Propio Investigación Universidad de Granada: Programa 20, Proyecto EDU2016-74848-P y Grupo FQMN-126 (Junta de Andalucía)
Ideas del alumnado de primaria y secundaria sobre aleatoriedad
En este trabajo comparamos las características de las secuencias de resultados
aleatorios y distribuciones aleatorias de puntos generadas por tres grupos de alumnos
de Educación Primaria y Secundaria con las propiedades matemáticas de las mismas.
La finalidad es describir el significado personal que dichos estudiantes asignan a la
aleatoriedad.In this paper we compare the features in random sequences and random distribution
of points produced by three groups of students in Primary and Secondary Education
with the mathematical properties of the same. The aim is to describe the meaning of
randomness for these students.Facultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada)Este trabajo es parte de los proyectos SEJ2004-00789, Madrid, MCYT y FQM-126, Junta de Andalucí
Dispersion in one-dimensional statistics: Analysis of language in Spanish high school textbooks
III Congreso Internacional Virtual de Educación
Estadística (CIVEEST), 21-24 febrero de 2019.
[www.ugr.es/local/fqm126/civeest.html]En este trabajo analizamos el lenguaje con el que los libros de texto se refieren a la dispersión, sea cual sea el sentido de uso del término, utilizado en el capítulo de estadística en tres libros de texto españoles de bachillerato, publicados recientemente, usando para ello la idea de significado de un objeto matemático propuesta en el Enfoque Onto-semiótico (EOS). Los resultados muestran la gran riqueza y diversidad de expresiones verbales y predominio de lenguaje formal. Se encuentra también amplio uso de representaciones tabulares y gráficas. En este análisis hemos encontrado varias definiciones y fórmulas de un mismo concepto sin aclarar su relación, que pueden provocar en el alumnado un conflicto semiótico.In this paper we analyze the language with which the dispersion is referred to, whatever the meaning of the term dispersion is, used in the statistics chapter in three Spanish high school textbooks recently published, using the idea of meaning of a mathematical object proposed in the Onto-Semiotic Approach (OSA). The results show the great richness and diversity of verbal expressions and the predominance of formal language. There is also a wide use of tabular and graphic representations. In this analysis we have found several definitions of the same concept without clarifying their relationship, which can provoke a semiotic conflict in the students
Los planes de estudio en la formación del maestro en Educación Primaria en el espacio europeo de educación superior. Un estudio empírico para conocer de dónde venimos y adónde vamos
Ante los cambios estructurales y metodológicos que suponen las nuevas titulaciones
del Grado de Magisterio surgidas en el marco del Espacio Europeo de Educación
Superior (EEES), en este artículo establecemos la comparación de los contenidos formativos
de los distintos planes de estudio desde que se constituyó la Escuela Universitaria
de Formación del profesorado de EGB de Melilla hasta la propuesta del Libro Blanco
de Magisterio (ANECA, 2005); y recogemos la valoración del futuro plan de estudio
del Grado de Maestro de Educación Primaria por parte de los colectivos vinculados:
profesores de la Facultad de Educación y Humanidades de Melilla, maestros en ejercicio
y alumnos en el último año de sus estudios de Magisterio, al mismo tiempo que nos informan
sobre sus necesidades formativas en las didácticas específi cas.Given the structural and methodological changes that suppose the new Degrees of
Teacher’s Formation emerged in the European Higher Education Area (EHEA), in this article we compare the formative contents of the curricula since it was constituted the
University School of Formation of Melilla until the proposal of White Book of Teaching
in 2005. Also, we have investigated the valuation of the future curricula of formation
of primary school teachers on the part of the following groups: teachers of the Faculty
of Education and Humanities of Melilla, teachers of primary schools and pupils in the
latter year of his studies, at the same time as they inform us about his specifi c formative
needs.Facultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada
Number sense and statistical graphs in teacher education
En este trabajo analizamos la importancia de la adquisición de competencias de
elaboración de gráficos estadísticos para los futuros profesores de Educación Primaria.
Resumimos los resultados de nuestra investigación donde se muestran ejemplos de
errores en gráficos producidos por futuros profesores y se sugiere que son originados
por un insuficiente sentido numérico. Como consecuencia, sugerimos la conveniencia
de conectar en la formación de profesores los temas de Tratamiento de la Información
y Sentido Numérico a los cuales se da atención preferente en los Reales Decretos de
Enseñanzas Mínimas para la Educación Primaria.In this paper we analyze the relevance of acquiring competence in building statistical
graphs for pre-service primary school teachers. We summarize results from our own
research that show examples of errors in graphs produced by pre-service teachers and
suggest that these errors are consequence of scarce numerical sense in these teachers.
Consequently, we suggest the interest of connecting the topics of Dealing with Data and Number Sense in the training of teachers, since these topics receive much attention in the
curricular guidelines for Primary Education.Facultad de Educación y Humanidades - Campus de Melilla (Universidad de Granada)Este trabajo forma parte de los proyectos SEJ2007-601100110 (MEC- Feder), EDU2010-14947 (MCIN), beca FPU AP2007-03222 y beca FPI BES-
2008-009562
Role of age and comorbidities in mortality of patients with infective endocarditis
[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality.
[Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk.
[Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality.
[Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group
Retos actuales de la farmacia
Retos actuales de la farmacia es un proyecto que está coordinado por Leobargo Manuel Gómez Oliván y un equipo de investigadores que forman parte del claustro de la Facultad de Química en el área de posgrado, ellos han incentivado el espíritu investigador y científico de los estudiantes adscritos al programa para adentrarse en el ámbito farmacéutico. Los capítulos que conforman esta edición son el reflejo de la actividad académica desarrollada en este posgrado en las diferentes áreas de acentuación que lo conforman: farmacia molecular, farmacia social y tecnología farmacéutica
Hyperoxemia and excess oxygen use in early acute respiratory distress syndrome : Insights from the LUNG SAFE study
Publisher Copyright: © 2020 The Author(s). Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Background: Concerns exist regarding the prevalence and impact of unnecessary oxygen use in patients with acute respiratory distress syndrome (ARDS). We examined this issue in patients with ARDS enrolled in the Large observational study to UNderstand the Global impact of Severe Acute respiratory FailurE (LUNG SAFE) study. Methods: In this secondary analysis of the LUNG SAFE study, we wished to determine the prevalence and the outcomes associated with hyperoxemia on day 1, sustained hyperoxemia, and excessive oxygen use in patients with early ARDS. Patients who fulfilled criteria of ARDS on day 1 and day 2 of acute hypoxemic respiratory failure were categorized based on the presence of hyperoxemia (PaO2 > 100 mmHg) on day 1, sustained (i.e., present on day 1 and day 2) hyperoxemia, or excessive oxygen use (FIO2 ≥ 0.60 during hyperoxemia). Results: Of 2005 patients that met the inclusion criteria, 131 (6.5%) were hypoxemic (PaO2 < 55 mmHg), 607 (30%) had hyperoxemia on day 1, and 250 (12%) had sustained hyperoxemia. Excess FIO2 use occurred in 400 (66%) out of 607 patients with hyperoxemia. Excess FIO2 use decreased from day 1 to day 2 of ARDS, with most hyperoxemic patients on day 2 receiving relatively low FIO2. Multivariate analyses found no independent relationship between day 1 hyperoxemia, sustained hyperoxemia, or excess FIO2 use and adverse clinical outcomes. Mortality was 42% in patients with excess FIO2 use, compared to 39% in a propensity-matched sample of normoxemic (PaO2 55-100 mmHg) patients (P = 0.47). Conclusions: Hyperoxemia and excess oxygen use are both prevalent in early ARDS but are most often non-sustained. No relationship was found between hyperoxemia or excessive oxygen use and patient outcome in this cohort. Trial registration: LUNG-SAFE is registered with ClinicalTrials.gov, NCT02010073publishersversionPeer reviewe