Aproximación al tratamiento escolar de la geometría a través de materiales manipulativos

En años recientes, un cuerpo creciente de investigaciones en didáctica de las matemáticas han identificado algunas dificultades en relación con el aprendizaje de contenidos temáticos, procesos y contextos relacionados con el pensamiento espacial y sistemas geométricos, siendo comúnmente atribuidas a causas de orden epistemológico, cognitivo, curricular y didáctico. En este sentido se revela como prometedor el estudio del proceso de integración al currículo y a las prácticas escolares, de recursos, concretamente lo que se refiere a materiales manipulativos. Esto con la intención de fortalecer en los estudiantes los conocimientos adquiridos para resolver algunos problemas de su entorno escolar y cotidiano, a medida que avanza su proceso de aprendizaje

Tratamiento escolar de la geometría a través del diseño de actividades integrando materiales manipulativos

En años recientes, un cuerpo creciente de investigaciones en didáctica de las matemáticas han identificado algunas dificultades en relación con la enseñanza y aprendizaje de contenidos temáticos, procesos y contextos relacionados con el pensamiento espacial y sistemas geométricos, siendo comúnmente atribuidas a causas de orden epistemológico, cognitivo, curricular y didáctico. En este marco se genera la necesidad de integrar recursos, específicamente materiales manipulativos, al currículo y a las prácticas escolares, que permitan fortalecer en los estudiantes los conocimientos obtenidos para resolver algunos problemas de su entorno escolar y cotidiano

LVC Interaction within a Mixed Reality Training System

The United States military is increasingly pursuing advanced live, virtual, and constructive (LVC) training systems for reduced cost, greater training flexibility, and decreased training times. Combining the advantages of realistic training environments and virtual worlds, mixed reality LVC training systems can enable live and virtual trainee interaction as if co-located. However, LVC interaction in these systems often requires constructing immersive environments, developing hardware for live-virtual interaction, tracking in occluded environments, and an architecture that supports real-time transfer of entity information across many systems. This paper discusses a system that overcomes these challenges to empower LVC interaction in a reconfigurable, mixed reality environment. This system was developed and tested in an immersive, reconfigurable, and mixed reality LVC training system for the dismounted warfighter at ISU, known as the Veldt, to overcome LVC interaction challenges and as a test bed for cuttingedge technology to meet future U.S. Army battlefield requirements. Trainees interact physically in the Veldt and virtually through commercial and developed game engines. Evaluation involving military trained personnel found this system to be effective, immersive, and useful for developing the critical decision-making skills necessary for the battlefield. Procedural terrain modeling, model-matching database techniques, and a central communication server process all live and virtual entity data from system components to create a cohesive virtual world across all distributed simulators and game engines in real-time. This system achieves rare LVC interaction within multiple physical and virtual immersive environments for training in real-time across many distributed systems

A Software Approach to Manage and Maintain Warfighter Training Systems

The use of simulation technologies in Warfighter training will need to increase as resource constraints tighten on the US military. Multiple studies have shown that simulation-based training promotes faster skills acquisition and assessment at greatly reduced cost and time. However, as these technologies become more pervasive, in a wider variety of training tasks, integrating them into a cohesive environment is increasingly complex. Industries such as medical and construction use single purpose trainers to teach welding or suturing, but Warfighter training requires multiple systems, with unique capabilities, to interoperate. For example, it may be necessary for a ground-based Soldier trainer to be connected to fighter and tank trainers to adequately prepare for actual missions. The setup, running, debugging, and maintenance of these systems is a very difficult task that can use up resource savings achieved through simulation. As each training system is composed of multiple components (e.g., projectors, computers, and motion trackers), it is imperative to understand items such as: 1) input parameter initialization (e.g., scenario, number of Soldiers, etc.), 2) the real-time status of individual systems, 3) data flow and timing between systems, and 4) software and hardware malfunctions. In this paper, the Mixed Reality Toolbox (MRT), developed to perform these operations, is presented. A review of current research and products available to the training community will be presented. In addition, the issues involved with combining physical, mixed-reality, and virtual reality environments into a single training system will be discussed. Lastly, results will be presented showing the effectiveness of the MRT when used to run two simulated training exercises with systems comprised of five to fifteen different technology and/or real components. In both exercises, the MRT allowed a significant reduction in system setup and runtime compared to comparable setups done previously

Perception of Presence in a Mixed-Reality Training Environment

Ground troop training within the Army typically involves three kinds of training: live mission rehearsal, virtual or simulated training exercises (e.g., within a Humvee simulator), and constructive training, in which warfighters battle artificially intelligent enemies in a video game format. Some leading edge training missions merge these formats to offer full LVC training (live, virtual, constructive) in a mixed-reality environment in which trainees rehearse in a physically immersive setting that is augmented with simulated constructive entities and integrated with virtual entities controlled by trainees at other locations. In this pilot study, a number of human factors that contribute to a sense of immersed presence were evaluated by 12 ROTC cadets engaged in a scenario within a mixed-reality training environment. Participants were evaluated via survey, interview, and After Action Review (AAR). Participants reported reasonably high levels of involvement on several measures, and the AAR offered meaningful objective measurements. The combined results provide a rich dataset that establishes a baseline for the participants’ sense of presence and provides useful insights into the environment’s human-system interactions, thus guiding future development

OmniScribe – Enhancing AAR in an LVC Environment

Innovations in live, virtual and constructive (LVC) environments geared for US military joint force training allow a more effective utilization of space and time for training exercises across the globe. As this use becomes more prominent, the need for a suitable after action review (AAR) tool to incorporate an ever-increasing number of data sources is fast becoming a requirement. To perform an AAR fully, data from a variety of input sources must be saved, synchronized, and analyzed. It is important to equip military trainers with an effective tool to facilitate this need for comprehensive data in AARs to maximize the effectiveness of LVC training environments. Iowa State University is developing an open source software tool for the U.S. Army to address shortcomings of existing AAR tools. Utilizing an innovative modular domain-independent API, users can combine inputs from multiple sources such as simulation data, physiological sensor information, discrete events, and video feeds into a single application. The aggregated information can then be replayed during an AAR session allowing simulation event information to be supplemented with sources not traditionally incorporated in AAR and providing a framework to greatly enhance AAR. This paper describes such a system (OmniScribe) at its current stage of development, describing its API for the integration of disparate inputs within a single tool and illustrating using a working prototype. It will discuss the current state of the architectural framework, designed to allow users the ability to add additional playback functionality by developing unique modules, and the prototype. Additionally, the paper will briefly discuss the implications a foundation of disparate data stream integration within LVC training will have on future real-time data mining, decision visualization, and enabling deep behavioral analysis of trainee performance

Aberrant brain functional connectivity in newborns with congenital heart disease before cardiac surgery

Newborns with congenital heart disease (CHD) requiring open heart surgery are at increased risk for neurodevelopmental disabilities. Recent quantitative MRI studies have reported disrupted growth, microstructure, and metabolism in fetuses and newborns with complex CHD. To date, no study has examined whether functional brain connectivity is altered in this high-risk population after birth, before surgery. Our objective was to compare whole-brain functional connectivity of resting state networks in healthy, term newborns (n = 82) and in term neonates with CHD before surgery (n = 30) using graph theory and network-based statistics. We report for the first time intact global network topology – efficient and economic small world networks – but reduced regional functional connectivity involving critical brain regions (i.e. network hubs and/or rich club nodes) in newborns with CHD before surgery. These findings suggest the presence of early-life brain dysfunction in CHD which may be associated with neurodevelopmental impairments in the years following cardiac surgery. Additional studies are needed to evaluate the prognostic, diagnostic and surveillance potential of these findings

Una propuesta para la enseñanza de los números decimales en un contexto agrícola

La propuesta se configuró a partir de un estudio de caso, en el que se hizo un diseño de tareas integrando TIC, siguiendo los seis principios de la Educación Matemática Realista que proyectan la matematización progresiva, en donde, los estudiantes construyen modelos matemáticos, partiendo de la exploración de situaciones cercanas a su contexto. En particular, se retomó las prácticas de siembra de hortalizas, basados en datos técnicos necesarios en los que se potencia la notación decimal. Se determinó que las aproximaciones a la construcción de los racionales parten del contexto de medida, desarrollando las matemáticas de forma intuitiva, a través de estrategias empíricas y de niveles preformales. Esta experiencia reconoce que los números racionales en su representación decimal periódica finita generan en los estudiantes un nivel de complejidad mayor en la comprensión, puesto que no se trata únicamente de leer y operar con estas representaciones numéricas; sino que, a partir de ellas, los estudiantes pueden trabajar las equivalencias entre fracciones decimales, relaciones porcentuales y de manera progresiva abstraer propiedades de los números decimales diferentes a las de los números naturales

Revisão documental sobre a formação e o conhecimento do professor de matemática

This paper presents the results of a documentary review from research articles published between 2015 and 2019 in the Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME), and the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). This revision was carried out with the aim of determining research problems, theoretical and methodological approaches used in the study on mathematics teacher knowledge dealing with situated skills, and the approaches that allow studying practices with technology. Documentary research is taken as a methodological perspective, which is developed through a classification of documents and keywords such as Teacher Training, Knowledge of the Mathematics Teacher, Mathematical Competence, and the Documentary Approach. It is recognized from the methodological development, that there is a discussion within the community of mathematical educators, regarding the teacher training processes and their impact on teaching practices and especially the sense, scope, and limitations of mathematics teacher training programs.Este artículo presenta los resultados de una revisión documental de artículos de investigación publicados en el periodo 2015-2019 en el Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) y North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisión se realizó con la intención de determinar los problemas de investigaciones, enfoques teóricos y metodológicos que se utilizan en el estudio sobre el conocimiento del profesor de matemáticas que se ocupan de habilidades situadas, y los enfoques que permiten estudiar prácticas con tecnología. Se toma como perspectiva metodológica la investigación documental, la cual, se desarrolla mediante una clasificación de documentos, a través de palabras claves como la Formación Docente, Conocimiento del Profesor de Matemáticas, Competencia Matemática y el Enfoque Documental. Se reconoce a partir del desarrollo metodológico, que existe una discusión al interior de la comunidad de educadores matemáticos, frente a los procesos de formación docente y su incidencia en las prácticas de enseñanza; en especial al sentido, alcances y limitaciones de programas de formación de profesores de matemáticas.Este artigoapresenta os resultados de uma revisão documental de artigos de pesquisa, publicados no período 2015-2019 noCongress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) e North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisão foi realizada com o intuito de determinar os problemas de pesquisas, enfoques teóricos e metodológicos usados no estudo sobre o conhecimento do professor de matemáticas que se ocupam das habilidades situadas, e os abordagens que permitem o estudo de práticas com tecnologia. A perspectiva metodológica é a pesquisa documental (análise documental), a qual é desenvolvida através da classificação de documentos, através de palavras-chaves como: Formação Docente, Conhecimento do Professor de Matemática, Competência Matemática e Abordagem Documental. Reconhece-se, a partir do desenvolvimento metodológico, que há uma discussão no interior da comunidade de educadores matemáticos, sobre os processos de formação de professores e sua incidência nas práticas de ensino; em especial ao sentido, alcances e limitações dos programas de formação de professores de matemática

Caracterización de la práctica de una profesora al implementar un diseño sobre la función exponencial que integra GeoGebra

Este artículo reporta la caracterización de la práctica de enseñanza de una profesora cuando implementa un diseño de tareas sobre a la función exponencial que integra GeoGebra. Para la configuración del diseño de tareas y el análisis de la implementación, se tuvo en cuenta como aproximación teórica la Orquestación Instrumental, particularmente sus dimensiones, elementos y tipos. Para llevar a cabo la investigación se empleó el estudio de casos en el que participó una profesora de matemáticas. El análisis muestra que, en su mayoría, las decisiones tomadas por la profesora en la implementación del diseño contribuyeron, de alguna manera, en el desarrollo de las tareas por parte de los estudiantes y en la exposición y evaluación de las estrategias y razonamientos empleados por ellos. Así pues, aunque el diseño esté estructurado, este es susceptible a modificaciones por parte del profesor según el contexto de implementación y sus intenciones didácticas, siempre y cuando no se aleje de los objetivos propuestos en su configuración didáctica