Chemically tagging the Hyades Supercluster. A homogeneous sample of F6-K4 kinematically selected northern stars

Stellar kinematic groups are kinematical coherent groups of stars that might have a common origin. These groups are dispersed throughout the Galaxy over time by the tidal effects of both Galactic rotation and disc heating, although their chemical content remains unchanged. The aim of chemical tagging is to establish that the abundances of every element in the analysis are homogeneus among the members. We study the case of the Hyades Supercluster to compile a reliable list of members (FGK stars) based on our chemical tagging analysis. For a total of 61 stars from the Hyades Supercluster, stellar atmospheric parameters (T_eff, log g, ξ, and [Fe/H]) are determined using our code called StePar, which is based on the sensitivity to the stellar atmospheric parameters of the iron EWs measured in the spectra. We derive the chemical abundances of 20 elements and find that their [X/Fe] ratios are consistent with Galactic abundance trends reported in previous studies. The chemical tagging method is applied with a carefully developed differential abundance analysis of each candidate member of the Hyades Supercluster, using a well-known member of the Hyades cluster as a reference (vB 153). We find that only 28 stars (26 dwarfs and 2 giants) are members, i.e. that 46% of our candidates are members based on the differential abundance analysis. This result confirms that the Hyades Supercluster cannot originate solely from the Hyades cluster.

Zig-zagging in geometrical reasoning in technological collaborative environments: a Mathematical Working Space-framed study concerning cognition and affect

This study highlights the importance of cognition-affect interaction pathways in the construction of mathematical knowledge. Scientific output demands further research on the conceptual structure underlying such interaction aimed at coping with the high complexity of its interpretation. The paper discusses the effectiveness of using a dynamic model such as that outlined in the Mathematical Working Spaces (MWS) framework, in order to describe the interplay between cognition and affect in the transitions from instrumental to discursive geneses in geometrical reasoning. The results based on empirical data from a teaching experiment at a middle school show that the use of dynamic geometry software favours students’ attitudinal and volitional dimensions and helps them to maintain productive affective pathways, affording greater intellectual independence in mathematical work and interaction with the context that impact learning opportunities in geometric proofs. The reflective and heuristic dimensions of teacher mediation in students’ learning is crucial in the transition from instrumental to discursive genesis and working stability in the Instrumental-Discursive plane of MWS.