Conocimiento de matemáticas y la competencia de reconocer el desarrollo del razonamiento up and down en los estudiantes

El objetivo de este estudio es aportar información sobre el papel que desempeña el conocimiento de matemáticas de los estudiantes para maestro (EPM) cuando piensan en el aprendizaje de las matemáticas de los estudiantes de primaria. Nuestro estudio se centra en el razonamiento up and down que es una de las componentes que facilitan el desarrollo del razonamiento proporcional. 92 EPM resolvieron una tarea en la que tenían que interpretar las respuestas de estudiantes de educación primaria a un problema que implicaba el razonamiento up and down. Identificamos tres perfiles de EPM caracterizados por la relación entre el conocimiento de matemáticas y la competencia de reconocer el desarrollo del razonamiento up and down en los estudiantes.

Cómo reconocen los estudiantes para maestro evidencias del razonamiento up and down en los estudiantes

Este estudio examina cómo los estudiantes para maestro identifican evidencias del razonamiento up and down en los estudiantes de primaria. Este razonamiento implica dos procesos: la reconstrucción de la unidad y la representación de fracciones. 92 estudiantes para maestro respondieron una tarea que consistía en analizar tres respuestas de estudiantes de educación primaria a un problema de proporcionalidad que mostraban diferentes características de esta manera de razonar. En este estudio presentamos algunos aspectos del análisis que estamos realizando para categorizar la manera en la que los estudiantes para maestro reconocen evidencias de este razonamiento, y cómo este reconocimiento se relaciona con la manera en la que reconocen los elementos matemáticos relevantes para resolver el problema.

Triassic redbeds in the Malaguide Complex (Betic Cordillera — Spain): petrography, geochemistry and geodynamic implications

Sandstone petrography and mudstone mineralogy and geochemistry of Triassic mudstones and sandstones from continental redbeds of the Malaguide Complex (Betic Cordillera, southern Spain) provide useful information on provenance, palaeoclimate and geodynamics during the early stages of the Pangea break-up, and on their diagenetic evolution. The sandstones are quartzarenites to sub-litharenites, with minor lithic fragments and rare feldspars. The mudstone samples show a PAAS like elemental distribution. The samples likely record recycling processes from their metasedimentary basement rocks that significantly affected the weathering indices, and monitors cumulative effects, including a first cycle of weathering at the source rocks. Sandstone composition and chemical–mineralogical features of mudstones record a provenance derived from continental block and recycled orogen that were weathered under warm and episodically wet climate. Source areas were located towards the east of the present-day Malaguide outcrops, and were formed by fairly silicic rock types, made up mainly of Palaezoic metasedimentary rocks, similar to those of the Paleozoic underlying series, with subordinate contributions from magmatic–metamorphic sources, and a rare supply from mafic metavolcanic rocks. Clay-mineral distribution of mudstones is dominated by illite and illite/smectite mixed-layer that result from differences in provenance, weathering, and burial/temperature history. Illite crystallinity values, illitization of kaolinite, occurrence of typical authigenic minerals and apatite fission-track studies, coupled with a subsidence analysis of the whole Malaguide succession suggest burial depths of at least 4–6 km with temperatures of 140–160 °C, typical of the burial diagenetic stage, and confirm the Middle Miocene exhumation of the Betic Internal Domain tectonic stack topped by the Malaguide Complex.

Architectural Technology and the BIM Acronym 3: Getting to Grips with BIM

Among Small and Medium Sized Enterprises (SMEs) in particular, the UK Government’s ambitions regarding BIM uptake and diffusion across the construction sector may be tempered by a realpolitik shaped in part by interactions between the industry, Higher Education (HE) and professional practice. That premise also has a global perspective. Building on the previous 2 papers, Architectural technology and the BIM Acronym 1 and 2, this third iteration is a synthesis of research and investigations carried out over a number of years directly related to the practical implementation of BIM and its impact upon BE SMEs. First challenges, risks and potential benefits for SMEs and micros in facing up to the necessity to engage with digital tools in a competitive and volatile marketplace are discussed including tailoring BIM to suit business models, and filtering out achievable BIM outcomes from generic and bespoke aspects of practice. Second the focus is on setting up and managing teams engaging with BIM scenarios, including the role of clients; addresses a range of paradigms including lonely BIM and collaborative working. The significance of taking a whole life view with BIM is investigated including embedding soft landings principles into project planning and realisation. Thirdly procedures for setting up and managing common data environments are identified and the value of achieving smooth information flow is addressed. The overall objective of this paper is to provide SMEs with a practical strategy to develop a toolkit to BIM implementation.