Dos aspectos de la enseñanza de la aritmética mediante la resolución de problemas en la transición de educación infantil a primaria

En este trabajo presentamos dos aspectos a tener en cuenta en la enseñanza de la aritmética en la transición de Educación Infantil a Educación Primaria utilizando talleres de resolución de problemas aritméticos verbales. El primer aspecto plantea la resolución de problemas como proceso para desarrollar la competencia matemática, que implica resolver problemas, pensar, razonar y argumentar, comunicarse utilizando el lenguaje matemático, utilizar las representaciones y símbolos propios de las matemáticas, elaborar e interpretar modelos, y aplicar los conocimientos y procesos matemáticos a situaciones prácticas. El segundo aboga por introducir, además de los conocimientos formales marcados curricularmente, aspectos informales de los contenidos en las programaciones de aula o unidades didáctica que los niños son capaces de resolver sin conocimiento formales sobre el contenido en cuestión. [ABSTRACT] In this paper, we present two aspects to consider in the teaching of arithmetic in the transition from kindergarten to primary education using arithmetic word problem-solving workshops. The first issue arises as problem solving process to develop mathematical literacy, which involves solving problems, thinking, reasoning and argumentation, communicate using mathematical language, using representations and symbols of mathematics, develop and interpret models, and apply mathematical processes and knowledge to practical situations. The second calls for entering, further than marked formal curricular knowledge, informal aspects of the content in the classroom programs or units of learning that children are able to solve without formal knowledge about the content in question

Learning paths for arithmetic problems of additive structure of subtraction

Estudiamos las estrategias que utilizan 54 alumnos, de primer curso de educación primaria, de un colegio público de Madrid, al resolver problemas de estructura aditiva, de sustracción, de distintas categorías semánticas (cambio creciente, cambio decreciente, combinación y comparación) y la evolución de dichas estrategias a lo largo del curso. Las estrategias han sido analizadas, descomponiéndolas en capacidades y representándolas en grafos como posibles caminos de aprendizaje para los problemas de estructura aditiva de sustracción. La estrategia más utilizada ha sido la de modelización directa de quitar, empleada de forma flexible, para problemas en los que no suele aparecer, seguida de la estrategia de quitar hasta. En menor medida, han aparecido estrategias de conteo, añadir hasta, correspondencia uno a uno, estrategias inventadas, uso de hechos numéricos y algoritmos. Se han encontrado modalidades de aplicación de estrategias conocidas al emplear materiales manipulativos como la tabla cien o el rekenrek. Los resultados permiten realizar modificaciones en la trayectoria de aprendizaje para los problemas de estructura aditiva, incluyendo nuevas tareas y materiales en el camino de enseñanza y añadiendo estrategias de transición entre la modelización y el conteo en el camino de aprendizajeWe study the strategies used by 54 students, from first grade of primary education, in a public school of Madrid, to solve additive structure word problems, of subtraction, from different semantic categories (change add to, change take from, combination and comparison) and the evolution of these strategies along first grade. The strategies have been analyzed by decomposing them into capacities and representing them in graphs as possible paths of learning for the problems of additive structure of subtraction. The most commonly used strategy has been direct modeling strategy “separating from”, used flexibly with problems in which this strategy does not usually appear, followed by the strategy “separating to”. To a lesser extent, we have detected counting strategies, “joining to”, one to one correspondences, invented strategies, number facts strategies, and the use of algorithms. We have found modalities of implementation of known strategies, with the use manipulatives as the hundred chart or arithmetic rack. The results of the study allow us to make modifications in the learning trajectory for additive structure problems, including new tasks and manipulatives in the teaching path and adding strategies of transition from direct modeling and counting strategies in the learning pat

Descubrimiento del valor posicional a través de la resolución de problemas

Estudiamos la comprensión de la decena en un contexto de resolución de problemas, con alumnos de primer curso de educación primaria. Para ello, planteamos problemas de estructura multiplicativa, con grupos de diez, cuya estrategia óptima de resolución implica el conocimiento del valor posicional de números de dos cifras. Los problemas se realizan en un taller semanal a lo largo de todo el curso. Recogemos datos mediante vídeo, entrevistas, hojas de registro y fotografías. En los resultados, destaca la preferencia de los alumnos por el uso de estrategias informales de modelización directa. En menor medida, los niños van incorporando los algoritmos, las estrategias inventadas y el conocimiento del valor posicional para resolver los problemas

Análisis de los errores ortográficos, gramaticales y léxicos en estudiantes de 3.º de la ESO y de 1.º de Bachillerato en una zona rural de Tenerife

El presente trabajo tiene el triple cometido de describir los errores ortográficos, gramaticales y léxicos más frecuentes detectados en estudiantes de 3.º de la ESO y de 1.º de bachillerato de un instituto rural1 . Asimismo perseguimos confrontar los resultados obtenidos en estos dos niveles, para determinar cuál de ellos incurre en menos errores. Finalmente, tratamos de plantear una propuesta didáctica para cada curso, con el propósito de mejorar las competencias ortográfica, gramatical y léxica. Para concluir, podemos anticipar que el análisis de los resultados obtenidos ratifica, entre otras presuposiciones, una de nuestras hipótesis iniciales: el número de solecismos presentes en las pruebas de 1.º de bachillerato (batería de ejercicios gramaticales y redacciones) es mucho menor que en 3.º de la ESO.ABSTRACT. The present paper has the triple purpose of describing the most frequent spelling, grammar and lexical errors detected in students of the 3 rd course of Secondary Education and 1st year of A level in a rural high school. In addition, we seek to compare the results obtained in these two levels to determine which of them incurs fewer errors. Finally we try to put forward a didactic proposal for each course in order to improve spelling, grammar and lexical skills. To conclude, we can anticipate that the analysis of the results confirms, among other presuppositions, one of our initial hypotheses: the number of errors presented in the tests of the first year of A level (a set of grammar exercises and essays) is much lower than in the 3rd year of Secondary Education

La percepción de estudiantes de bachillerato sobre una webquest (wq) referente a infecciones de transmisión sexual (ITS)

El artículo propone revisar el tema de Infecciones de Transmisión Sexual (ITS) en adolescentes a través de las Webquest. El diseño se plantea desde algunos bachilleratos en México y se implementó a través del programa “De chav@ a chav@: ¡Infórmate, las infecciones están al día!“ como una propuesta instruccional constructivista coherente en una muestra de estudiantes de bachillerato mediante una rúbrica y dos preguntas abiertas. Se trabajó con una muestra intencional de 87 estudiantes (3 grupos) de la materia de Psicología del CCH Vallejo (UNAM) con edades de entre 15 y 19 añosThe article proposes to review the issue of Sexually Transmitted Infections (STIs) in adolescents through the webquest. The design is raised from several high schools in Mexico and was implemented through the program "chav chav @ a @: Find, infections are up to date!" As a coherent constructivist instructional methodology in a sample of high school students using a rubric and two open questions. We worked with a purposive sample of 87 students (3 groups) in the field of psychology CCH Vallejo (UNAM), aged between 15 and 19 years

Competencias reflexivas y didácticas en profesores universitarios: construcción de un portafolios electrónico

Se presenta una propuesta de formación en modalidad mixta o blended learning para la construcción de portafolios electrónicos con docentes universitarios con el propósito de desarrollar competencias reflexivas, didácticas y tecnológicas. Se trabajó con herramientas colaborativas en línea para el análisis de problemas situados como el estudio de casos de enseñanza y la escritura de incidentes críticos. Se concluye sobre el modelo competencial para la construcción de portafolio

Variação diurna do cortisol e sua relação com o estresse: otimismo e estratégias de enfrentamento em mulheres com câncer de mama

O ritmo diurno do cortisol vem sendo visto alterado nos pacientes com câncer. Fatores como o avanço da doença e os níveis de estresse estão sendo considerados para explicar essa condição; contudo, os resultados não são claros. O objetivo deste estudo foi avaliar e determinar se existem diferenças nos níveis de cortisol em mulheres com câncer de mama de diferentes estágios, bem como analisar estratégias de enfrentamento. Foram coletadas amostras de cortisol salival durante dois dias e aplicados questionários psicológicos de estresse percebido, otimismo disposicional e estratégias de enfrentamento a 17 mulheres com câncer de mama em estágio I, II e III. Os resultados mostram que as pacientes com esse câncer nos três estágios apresentam um ritmo diurno de cortisol normal e não se diferenciam significativamente na variável de otimismo. A respeito das variáveis psicológicas, só diferem na variável de otimismo. As estratégias de enfrentamento -espírito de luta e evitação cognitiva- são as variáveis que têm mais influência nos níveis de cortisol e explicam 55% da variação. Discutem-se as implicações desses resultados.El ritmo diurno del cortisol se ha visto alterado en los pacientes con cáncer. Factores como el avance de la enfermedad y los niveles de estrés se han considerado para explicar esta condición; sin embargo, los resultados no son claros. El objetivo de este estudio fue evaluar y determinar si existen diferencias en los niveles de cortisol en mujeres con cáncer de mama en diferentes estadios, y analizar la relación entre los niveles de cortisol y el estrés, el optimismo y las estrategias de afrontamiento. Se recolectaron muestras de cortisol salival durante dos días, y se aplicaron cuestionarios psicológicos de estrés percibido (PSS), optimismo disposicional (LOT-R) y estrategias de afrontamiento (MAC) a 17 mujeres con cáncer de mama en estadio I, II y III. Los resultados muestran que las pacientes con cáncer de mama en los tres estadios presentan un ritmo diurno de cortisol normal y no difieren significativamente en los niveles de cortisol. Respecto a las variables psicológicas, solo difieren en la variable de optimismo. Las estrategias de afrontamiento espíritu de lucha y evitación cognitiva son las variables que tienen más influencia en los niveles de cortisol, y explican un 55% de la varianza. Se discuten las implicaciones de estos resultados.Diurnal cortisol rhythm has been altered in patients with cancer. Factors such as disease progression and stress levels are regarded as possible causes to explain this condition, however results are not clear. The aim of this study was to assess and determine whether there are differences in cortisol levels in women with breast cancer in different stages and analyze the relationship between cortisol levels and stress, optimism and coping strategies. Salivary cortisol samples were collected for two days and psychological questionnaires of perceived stress (PSS), dispositional optimism (LOT-R) and coping strategies (MAC) were administered to 17 breast cancer women in stage I, II and III of the disease. The results show that patients with breast cancer in the three stages have a normal diurnal cortisol rhythm and do not differ significantly in cortisol levels. Regarding the psychological variables, they differ only in optimism. Coping strategies such as fighting spirit and cognitive avoidance are the variables that have more influence on cortisol levels, explaining 55% of variance. The implications of these results are discussed

Kinetic study of pilot-scale supercritical CO2 extraction of rosemary (Rosmarinus officinalis) leaves

NOTICE: This is the author’s version of a work that was accepted for publication in Journal of Supercritical Fluids. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Supercritical Fluids, 55 (2011). http://dx.doi.org/10.1016/j.supflu.2010.09.030Rosmarinus officinalis (rosemary) extracts were obtained in a supercritical pilot-scale plant. Based on experimental information available in the literature for analytical or low-scale processes, extraction temperature and pressure were selected to be 313 K and 30 MPa. At these extraction conditions, the kinetic behavior of the pilot-scale overall extraction curve were determined with respect to yield, antioxidant activity and carnosic acid content. The overall extraction curve was represented using Sovova’s model; the average deviation between measured and calculated yields was lower than 2%. Mass transfer coefficients in the fluid and solid phases were determined and were compared with previous data reported in the literature for low-scale rosemary supercritical extraction. A two-stage depressurization procedure was accomplished and the effect of both on-line fractionation and extraction time on the antioxidant activity of the samples collected was studied. The antioxidant activity of the different fractions could be straight correlated with the carnosic acid content with a regression coefficient of 0.92This work has been financed by Universidad Autónoma de Madrid and Comunidad Autónoma de Madrid (ALIBIRD-S2009/AGR-1469) and project FUN-C-FOOD, CSD2007-00063 (CONSOLIDER-INGENIO) from Ministerio de Ciencia e Innovación, Spain

Society and Its Challenges: The Teacher’s Perspective on Students at Risk

©2022 MDPI. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published version of a Published Work that appeared in final form in Social Sciences. To access the final edited and published work see https://doi.org/10.3390/socsci11110517This study focuses on exploring and characterising the beliefs of Spanish teachers in relation to their attitudes and professional practice concerning students who may be at risk at school. A generational perspective is adopted and the stages of pre-school, primary, and secondary education are considered in order to analyse these beliefs. (2) This is a descriptive study with a qualitative methodology. The information was collected through semi-structured, in-depth interviews with 60 teachers belonging to publicly funded schools at pre-university levels. The data collected were subject to a thematic analysis and analysed with the qualitative data analysis tool ATLAS.ti (version 22). (3) The results show the diversity of student needs referred to by the teachers, positive relationships and attitudes towards them, and a favourable predisposition to the adaptation and adjustment of teaching practices. (4) The conclusions of the study highlight the importance of teachers’ beliefs for the development of educational processes based on justice, democracy, and equity, and how these beliefs can be used to offer the most appropriate responses to the needs presented by the students