Dificultades que presentan las educadoras de párvulos para desarrollar el pensamiento lógico matemático en los niveles de transición. Difficulties of kindergarten educators to develop logical mathematical thinking at transition levels.

Resumen. El propósito de la presente investigación fue describir las dificultades de las educadoras en relación al desarrollo del pensamiento lógico matemático analizando las estrategias que utilizan para potenciarlo en niños/as de entre tres y seis años. La muestra incluyó a treinta educadoras pertenecientes a colegios particulares, subvencionados y municipales. En las tres realidades se observaron resultados similares coincidiendo en la existencia de un gran desconocimiento en relación a las estrategias a utilizar, la forma de organizar el espacio educativo y el tipo de habilidad a estimular. Las educadoras mostraron una alta valoración hacia el desarrollo del pensamiento lógico matemático considerando fundamental su aporte. Sin embargo, declararon falta de formación académica en el área y resistencia a “enseñar lo que no les gusta”. Abstract. This article aims to describe the difficulties of educators regarding the development of mathematical logical thinking. It analyzes the strategies they use to promote it in children between three and six years old. The sample included thirty educators who belong to private, subsidized and municipal schools. In all three situations we observed very similar results: there is great lack of knowledge from nursery educators regarding the strategies of using and organizing the educational space as well as understanding what kind of ability must be stimulated. Moreover, educators offered high value to mathematical logical thinking development in children, considering its fundamental contribution. However, they expressed lack of knowledge in the area and resistance to teach "what they do not like"

Relationship between body mass index and residential segregation in large cities of Latin America

Abstract Background Obesity is a global health problem, and its connection with social and environmental factors is well-established. Social factors, such as urban segregation, may impact obesity through various mechanisms, including food and physical activity environments, as well as social norms and networks. This multilevel study aims to examine the effect of socio-economic residential segregation of Latin American cities on the obesity of individuals within those cities. Methods We analyzed data from national surveys for a total of 59,340 individuals of 18–70 years of age, conducted in 156 cities across Brazil, Chile, Colombia, and Mexico between 2007 and 2013. We adjusted two-level linear mixed models for body mass index (BMI) stratified by sex and country, controlling for age, educational level and poverty. Separate models were built for dissimilarity and isolation segregation indices. Results The relationships between segregation indices and BMI were mostly not statistically significant, and in some cases, they were opposite to what was expected. The only significant relationships were observed in Colombian men, using the dissimilarity index (-7.5 [95% CI: -14.4, -0.5]) and in Colombian women, using the isolation index (-7.9 [95% CI: -14.1, -1.7]). Conclusions While individual-level factors cannot fully explain differences among people in the same city, segregation indices may help. However, we found that in some cases, the relationship between BMI and segregation indices is opposite to what is expected based on prior literature. This should be considered in examining the phenomenon. Further research on obesogenic environments in segregated neighborhoods could provide valuable evidence