Revista de educación

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en inglés y españolEl sentido numérico es considerado como un fuerte predictor del rendimiento matemático en la escuela formal. Se plantea el perfeccionamiento de las habilidades matemáticas tempranas mediante el uso de la enseñanza asistida por ordenador. Se utilizó un diseño experimental, con grupo control y medidas pre- y pos-intervención para estudiar la eficacia de la intervención en una muestra de 48 alumnos de educación infantil, y las diferencias existentes en las habilidades relacionales y numéricas tras la implementación del programa computerizado. Del total de la muestra 21 alumnos fueron niños y 27 niñas, cuyas edades oscilaban entre los 4.91 y los 5.91 años. Se emplearon análisis descriptivo, discriminante y contrastes de hipótesis como técnicas de análisis de los datos. Los alumnos pertenecían a cuatro centros educativos, dos de ellos públicos y dos concertados. Los centros estaban situados en zonas urbanas de clase media en poblaciones de unos 100.000 habitantes. Se rechazó la hipótesis de igualdad entre los grupos (Lambda de Wilks = 0.468; X2 = 31.46; p < 0.001), pudiendo concluir que la diferencia entre el grupo experimental y control era estadísticamente significativa. Asimismo, el análisis discriminante confirmó que el 83.3% de los alumnos fueron clasificados correctamente en el grupo. Se muestran diferencias significativas en los resultados de clasificación (p < .001), correspondencia (p < .001), conteo estructurado (p < .001) y resultante (p < .001) entre los grupos experimental y control, avaladas por el tamaño del efecto. Los resultados obtenidos apoyan la eficacia de la intervención e indican las habilidades que se ven favorecidas en mayor medida por el entrenamiento: clasificaciones y correspondencia en el ámbito relacional, y conteo estructurado y resultante en el ámbito numérico. Se discuten las implicaciones educativas y las futuras líneas de actuación.ES

Longitudinal study of low and high achievers in early mathematics

Background. Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. Aims. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5–7 years. Sample. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the study, the students were approximately 5 years old (M = 5.2; SD = 0.28; range = 4.5–5.8). Method. The students were assessed using the Early Numeracy Test and then allocated to a high (n = 26), middle (n = 76), or low (n = 25) achievers group. The same children were assessed again with the Early Numeracy Test at 6 and 7 years old, respectively. Eight socio-demographic characteristics were also evaluated: family model, education of the parent(s), job of the parent(s), number of family members, birth order, number of computers at home, frequency of teacher visits, and hours watching television. Results. Early Numeracy Test scores were more consistent for the high-achievers group than for the low-achievers group. Approximately 5.5% of low achievers obtained low scores throughout the study. A link between specific socio-demographic characteristics and early achievement in mathematics was only found for number of computers at home. Conclusions. The level of mathematical ability among students aged 5–7 years remains relatively stable regardless of the initial level of achievement. However, early screening for mathematics learning disabilities could be useful in helping low-achieving students overcome learning obstacles.This material is based on work supported by the Spanish Ministry of Science & Technology grant no. SEJ2007-62420/EDUC and Junta de Andalucia grant no. P09-HUM-4918

Cognitive Components of the Numerical Approximation System and Computational Fluency in Primary School Children

En los últimos años, se ha investigado la relación existente entre los dos sistemas cognitivos que contribuyen al procesamiento de cantidades (el sistema de aproximación numérica (SAN) y el (SEN) sistema de exactitud numérica) y su influencia en el rendimiento y dificultades de aprendizaje de las matemáticas. En este estudio, se investiga la relación entre la precisión del SAN y el rendimiento matemático en una prueba de fluidez de cálculo simbólico en alumnado de segundo y tercer ciclo de educación primaria (3.º a 6.º). Un total de 229 estudiantes fueron evaluados con una prueba de precisión del SAN, consistente en una tarea de comparación no simbólica de cantidades y una prueba de fluidez de cálculo. Los resultados descriptivos se encuentran dentro de lo esperado con respecto al carácter evolutivo de las variables de estimación y fluidez de cálculo. El análisis correlacional mostró que existe una baja correlación entre fluidez de cálculo y comparación de magnitudes en 3.° (p < 0.05) que desapareció en cursos posteriores (p > 0.05).The relationship between the two cognitive systems that contribute to quantity processing (the Approximate Number System -ANS - and the Symbolic Number System -SNS-) and their influence on mathematical performance and learning difficulties has been investigated in recent years. This study investigates the relationship between SAN accuracy and mathematical performance in a symbolic calculus fluency test in second and third cycle primary school students (3rd to 6th grades). A total of 229 students were assessed with a SAN accuracy test, consisting of a non-symbolic comparison of quantities and a computational fluency test. The descriptive results are within what is expected with respect to the evolutionary character of the estimation and calculation fluidity variables. The correlational analysis showed that there is a low correlation between calculation fluidity and comparison of magnitudes in third (p <.05) that disappeared in subsequent courses (p >.05)

La mejora del sentido de número en niños de preescolar con bajo rendimiento en matemáticas.

The present study evaluated the effectiveness of educational intervention software, Playing with Numbers-2 on early mathematics learning. This software trains learning and mathematical reasoning skills, using an evidenced-based procedure. A total of 156 second-year preschool boys and girls (Mean age = 65.39 months) were assessed by the Early Numeracy Test (ENT), a computerized test to evaluate early math competency. An experimental design with control group and pre and post-intervention assessments was used. Significant differences between pre- and post- intervention for the experimental group was obtained average increase for ENT scores achieved by the experimental group was significantly higher than the control group. The effect size was also significant (d = 1.35; and r = 0.56). This educational intervention using computer-based software, while it does not replace face-to-face instruction, may help to improve the performance of young students at risk of developing problems learning mathematics.El presente estudio evaluó la eficacia del programa de intervención educativa denominado Jugando con los números-2 en el aprendizaje matemático temprano. Este software incide en el aprendizaje y el perfeccionamiento de las habilidades de razonamiento matemático utilizando un procedimiento basado en la evidencia. Un total de 156 niños y niñas en edad preescolar (edad media = 65.39 meses) los cuales fueron evaluados mediante el instrumento Early Numeracy Test (ENT), un test computarizado para evaluar la competencia matemática temprana. Se utilizó un diseño experimental con grupo control y evaluaciones pre y post-intervención. Se obtuvieron diferencias significativas antes y después de la intervención para el grupo experimental mostrando un incremento en las puntuaciones arrojadas que fueron significativamente superiores a las alcanzadas por el grupo control.  El tamaño del efecto fue también significativo (d = 1.35; y r = .56). Esta intervención educativa utilizando como base un programa computarizado no pretende reemplazar la instrucción tradicional, pero puede ayudar a mejorar el rendimiento de los estudiantes jóvenes en riesgo de desarrollar dificultades de aprendizaje de las matemáticas

Estimación en la línea numérica y cálculo escrito y mental en alumnado de 4º y 5º de educación primaria

Currently, the nature and development of the mental number line of children is the subject of a broad line of research. In a task on the number line, children are asked to point to a number presented on a physical number line with fixed ends. In general, it is observed that the estimates of inexperienced children and young people respond more to a logarithmic function, while the older and more experienced children reflect a linear function better. The studies on numerical line estimation and performance prediction in mathematics find strong correlation between the scores of precision in the estimation and the performance in standardized tests of mathematics (Siegler and Opfer, 2003; Siegler and Booth; 2004; Booth and Siegler, 2008; Reinert et al., 2014). Theoretical analyzes of the development of linear numerical representations suggest that board games with linear numerical lines improve the numerical knowledge of young children (Ramani and Siegler, 2008). In our context, estimation studies have been carried out in the numerical line and calculation fluency (Araujo et al., 2012) in children of the first year of Primary Education and here we approach these relationships with students of the second and third cycle of Primary Education. We have evaluated in a sample of 165 children of 4th and 5th year of Primary Education the relationship between estimation in the number line (22 numerical items in a line between 0 and 1000) and written and mental calculation (20 operations of addition, subtraction, multiplication and division that can be solved by applying the traditional calculation algorithm or mental calculation strategies). The results show the appearance of a clear linear function of the estimation in the numerical line and a negative and significant correlation between the errors of estimation and the written calculation and especially mental calculation, corroborating the findings of similar studies. The discussion focuses on the importance of constructing a number line to represent numbers, which could have a crucial role for mathematical development not only at early ages but also at older ages.Actualmente, la naturaleza y desarrollo de la recta numérica mental de los niños es objeto de una amplia línea de investigación. En una tarea sobre la línea numérica se pide a los niños que señalen un número presentado en una recta numérica física con extremos fijos. Por lo general, se observa que las estimaciones de los niños y jóvenes inexpertos responden más a una función logarítmica, mientras que los de más edad y niños con más experiencia reflejan mejor una función lineal. Los estudios sobre estimación en la línea numérica y predicción del rendimiento en matemáticas encuentran fuerte correlación entre las puntuaciones de precisión en la estimación y el rendimiento en test estandarizados de matemáticas (Siegler y Opfer, 2003; Siegler y Booth; 2004; Booth y Siegler, 2008; Reinert et al., 2014). Los análisis teóricos del desarrollo de las representaciones numéricas lineales sugieren que juegos de mesa con rectas numéricas lineales mejoran el conocimiento numérico de los niños pequeños (Ramani y Siegler, 2008). En nuestro contexto se han realizado estudios de estimación en la línea numérica y fluidez de cálculo (Araujo et al., 2012) en niños de primero de Educación Primaria y aquí abordamos estas relaciones con alumnos del segundo y tercer ciclo de Educación Primaria. Hemos valorado en una muestra de 165 niños y niñas de 4º y 5º de Educación Primaria la relación entre estimación en la línea numérica (22 ítems numéricos en una recta entre 0 y 1000) y cálculo escrito y mental (20 operaciones de suma, resta, multiplicación y división que pueden resolverse aplicando el algoritmo tradicional de cálculo o estrategias de cálculo mental). Los resultados muestran la aparición de una clara función lineal de la estimación en la línea numérica y una correlación negativa y significativa entre los errores de estimación y el cálculo escrito y sobre todo cálculo mental, corroborando los hallazgos de estudios similares. La discusión se centra en la importancia de la construcción de una línea numérica para representar los números, que podría tener un papel crucial para el desarrollo matemático no sólo en las edades tempranas sino también en edades más avanzadas.

Acute Effects of Beetroot Juice Supplements on Resistance Training: A Randomized Double-Blind Crossover

The ingestion of beetroot juice (BJ) has been associated with improvements in physical performance in endurance sports, however the literature on resistance training (RT) is scarce. The aim of this study was to investigate the acute effects of BJ compared to a placebo (PLA) on muscular endurance and movement concentric velocity during RT. Twelve healthy men performed an incremental RT test (back squat and bench press) with three sets, at 60%, 70%, and 80% of their repetition maximum (1-RM). Movement velocity variables, total number of repetitions performed until concentric failure, blood lactate, and ratings of perceived effort post-training were measured. A higher number of repetitions were recorded with BJ compared to those with PLA (13.8 ± 14.4; p 0.05). Acute supplementation of BJ improved muscular endurance performance in RT

Emotional health in the performance of the Psychologist

The psychologist's career is as complex as it is demanding, the great dedication and time devoted to study, school, interviews, practice, attention and other intervention activities, become his whole world, forgetting in many occasions to pay attention to other important areas of his life as it is the emotional and biopsychosocial health part. The research that has been conducted, aims to raise awareness of the importance of emotional health care in the life of the professional psychologist and show a general picture of the most frequent problems that arise as a result of carelessness in the service offered, may seriously affect your life. Proposal that will allow you to become aware of your emotions, identifying those that could be hindering your life projects and be able to seek solutions based on the thoughtful and responsible attention on your emotional health. This work has the opinion and studies of experts in the field, interviews and a recent survey of professional psychologists from different entities, resulting in a great similarity in the emotional problems of psychologists in the region, as a result of which a suggestive proposal to attend and solve them. Keywords Emotional health, Psychologist performance.La carrera del psicólogo es tan compleja como demandante, la gran entrega y tiempo dedicado al estudio, escuela, entrevistas, práctica, atención y demás actividades de intervención, se convierten en todo su mundo, olvidándose en muchas ocasiones de prestar atención a otras áreas importantes de su vida como lo es la parte emocional y de salud biopsicosocial. La investigación que se ha realizado, tiene por objetivo, dar a conocer la importancia del cuidado de la salud emocional en la vida del psicólogo profesional y mostrar un panorama general de los problemas más frecuentes que surgen a raíz del descuido de la misma en el servicio ofrecido, pudiendo llegar a afectar gravemente su vida. Propuesta que le permitirá hacerse consciente de sus emociones, identificando aquellas que pudieran estar obstaculizando sus proyectos de vida y poder buscar soluciones basadas en la reflexiva atención y responsable sobre su salud emocional. Este trabajo cuenta con la opinión y estudios de expertos en la materia, entrevistas y una encuesta reciente a psicólogos profesionales de distintas entidades, dando como resultado una gran similitud en los problemas emocionales de los psicólogos de la región a raíz de la cual, se presenta una sugestivas propuesta para atender y resolverles

Aluminium(iii) dialkyl 2,6-bisimino-4R-dihydropyridinates(−1): selective synthesis, structure and controlled dimerization

A family of stable and otherwise selectively unachievable 2,6-bisimino-4-R-1,4-dihydropyridinate aluminium (III) dialkyl complexes [AlR’2(4-R-i PrBIPH)] (R = Bn, Allyl; R’ = Me, Et, i Bu) have been synthesized, taking advantage of a method for the preparation of the corresponding 4-R-1,4-dihydropiridine precursors developed in our group. All the dihydropyrdinate(−1) dialkyl aluminium complexes have been fully characterized by 1 H- 13C-NMR, elemental analysis and in the case 2’a, also by X-ray diffraction studies. Upon heating in toluene solution at 110 °C, the dimethyl derivatives 2a and 2’a dimerize selectively through a double cycloaddition. This reaction leads to the formation of two new C–C bonds that involve the both meta positions of the two 4-R-1,4-dihydropyridinate fragments, resulting the binuclear aluminium species [Me2Al(4-R-i PrHBIP)]2 (R = Bn (3a); allyl (3’a)). Experimental kinetics showed that the dimerization of 2’a obeys second order rate with negative activation entropy, which is consistent with a bimolecular rate-determining step. Controlled methanolysis of both 3a and 3’a release the metalfree dimeric bases, (4-Bn-i PrHBIPH)2 and (4-allyl-i PrHBIPH)2, providing a convenient route to these potentially useful ditopic ligands. When the R’ groups are bulkier than Me (2b, 2’b and 2’c), the dimerization is hindered or fully disabled, favoring the formation of paramagnetic NMR-silent species, which have been identified on the basis of a controlled methanolysis of the final organometallic products. Thus, when a toluene solution of [AlEt2(4-Bn-i PrBIPH)] (2b) was heated at 110 °C, followed by the addition of methanol in excess, it yields a mixture of the dimer (4-Bn-i PrHBIPH)2 and the aromatized base 4-Bn-i PrBIP, in ca. 1 : 2 ratio, indicating that the dimerization of 2b competes with its spontaneous dehydrogenation, yielding a paramagnetic complex containing a AlEt2 unit and a non-innocent (4-Bn-i PrBIP)•− radicalanion ligand. Similar NMR monitoring experiments on the thermal behavior of [AlEt2(4-allyl-i PrBIPH)] (2’b) and [Ali Bu2(4-allyl-iPrBIPH)] (2’c) showed that these complexes do not dimerize, but afford exclusively NMR silent products. When such thermally treated samples were subjected to methanolysis, they resulted in mixtures of the alkylated 4-allyl-i PrBIP and non-alkylated i PrBIP ligand, suggesting that dehydrogenation and deallylation reactions take place competitivelyMinisterio de Economía y Competitividad de España (MINECO) y los Fondos europeos FEDER-CTQ2015-68978-P y PRX14/00339United States National Science Foundation-CHE-166491

Trypanosoma cruzi: Seroprevalence Detection in Suburban Population of Santiago de Querétaro (Mexico)

Objectives. To evaluate the potential of iron-oxide dismutase excreted (SODeCRU) by T. cruzi as the antigen fraction in the serodiagnosis of Chagas disease and compile new epidemiological data on the seroprevalence of this disease in the suburban population of the city of Santiago de Querétaro (Mexico). Design and Methods. 258 human sera were analyzed by the techniques of ELISA and Western blot and using the homogenate and the SODeCRU. Results. A total of 31 sera were positive against ELISA/SODeCRU (12.4%), while 30 sera proved positive by WB/SODeCRU (11.6%). The comparison between the technique of ELISA and WB showed a sensitivity of 93%, and a specificity of 99%. The positive predictive value was 93% and the negative predictive value was 99%, with a Kappa (κ) value of 1. Conclusions. These preliminary data reveal the degree of infection of nonrural areas of Mexico and demonstrated that SODeCRU is an antigen useful to diagnose Chagas disease