El viaje a América: el Romanticismo británico y el Romanticismo americano

What the dissertation proposes is a reading of Romanticism through its symbols, through the elements that literally shape it and how they are repeated, transformed and reinterpreted according to their new environments; the thesis proposes a kind of semiotic, hermeneutic braid, to account for the evolution and literary influences of these symbols in America: a metaphorical corkscrew. It must be emphasized that this is, above all, an English dissertation and its main theme is British Romanticism, from its origins in the late eighteenth century. It́s not my intention to propose a thesis that exposes or discusses the Romantic Movement; that has been done already and, in some cases, quite unfortunately; but the fact is that the critical literature on the subject overflows the libraries. I do not care for a thesis that is limited to establish a relationship between the English Romantic movement and the movement in the United States or Latin American countries. Although it will be necessary to resort to certain philosophical approaches, I do not care pose a thesis that focuses on the philosophical Romanticism (such as the German one). Finally, I do not wish to propose a thesis that is dedicated to establish the implications of a political Romanticism as it was lived mainly in the Bolivarian countries...

Diseño y estudio de situaciones didácticas que favorecen el trabajo con registros semióticos

What’s behind the mistakes and difficulties that appear on the students to understand and study mathematics?are only related to the cognitive complexity of the content or such difficulties are also related to the possible ways to access the different mathematical objects? The mathematical activity generated in many students learning difficulties that are not manifested in cognitive processes related to other areas of knowledge. If something characterizes the processes of teaching and learning of mathematics is that, unlike what happens with the objects of study in the experimental sciences, the only way to access to them is through its different semiotic representations. The coordination among the different systems of representation that refer to the same mathematical concept, needs to move from one register to another (D’Amore, 1998, 2001, 2003, 2004, 2006; Duval, 1993, 1994, 1995, 1996, 2000, 2003, 2004, 2005, 2007, 2008, 2011, 2012; Godino, 2002, 2003, 2012, 2014; Kaput, 1989a, 1989b,1992, 1998; Radford, 1998, 2004a, 2004b, 2004c, 2006a, 2008,2009, 2011, 2013, 2014a). Therefore, the treatments that can be realized within a given register and the conversion of one register into another, play an essential role in the grasp of the object and mathematical concepts. Through this work with representations, students give meanings to the objects of study and are able to understand the underlying mathematical structures, which is the main educational interest of this issue...