Un estudio comparado de las actitudes hacia la estad��stica en profesores en formaci��n y en ejercicio

En este trabajo presentamos los resultados de una escala de actitudes en una muestra de 66 profesores en ejercicio y 74 profesores en educaci��n infantil y primaria. No encontramos diferencias por g��neros, aunque s�� una mejor��a en aquellos alumnos que estudiaron estad��stica previamente. La actitud es algo mejor en los profesores en ejercicio, aunque tiende a empeorar con el uso o la ense��anza de la estad��stica. Pensamos que estos resultados sugieren la dificultad que tiene dicha materia para los profesores y la necesidad de apoyo que ��stos deber��an recibir desde los departamentos de did��ctica y tas facultades de educaci��n.

Concepciones y creencias de los profesores universitarios de matem��ticas acerca de la ense��anza de las ecuaciones diferenciales

La investigaci��n que aqu�� presentamos es una aproximaci��n a las concepciones y creencias de los profesores universitarios de matem��ticas acerca de la ense��anza de las ecuaciones diferenciales en estudios cient��fico-experimentales. A parte de los intentos por caracterizar a cada profesor en t��rminos de sus concepciones y creencias, y de establecer el nivel de coherencia y consistencia de ��stas, a partir de los resultados del an��lisis se explica la persistencia de la utilizaci��n de m��todos tradicionales de ense��anza. Las diferencias y similitudes entre las concepciones y creencias de cada profesor, y el nivel de coherencia demostrado nos han permitido establecer tres grupos de profesores, a los que hemos denominado I, II y III.

Concepciones de los profesores sobre la ense��anza de las ecuaciones diferenciales a estudiantes de qu��mica y biolog��a: estudio de casos

Intending to quest about the conceptions math teachers hold about how to teach Differential Equations to chemistry and biology students, we have devised a research tool which allows us to derive relevant information. We use different means to collect the adequate data related to the qualitative research, targeting the exploration of what teachers ��say they do�� and what athey do and would like to do��. The use of concept maps and a questionnaire, along with a recorded interview, has revealed itself as an accurate means for the appropriate analysis of data, as shown in the case study we hereby include.

Relaciones entre conocimiento del catal��n y del castellano y el rendimiento matem��tico. Un estudio emp��rico

Este trabajo se desarrolla en el contexto sociocultural y ling����stico de la provincia de Lleida. En ��l se analiza la relaci��n entre el dominio de las dos lenguas en contacto (catal��n y castellano) con el rendimiento en matem��ticas. Los resultados revelan que existe una correlaci��n significativa entre el dominio de la lengua vehicular y el rendimiento matem��tico y, a su vez, que el mayor conocimiento de la lengua vehicular tiene efectos superiores en el rendimiento de los tres tipos de conocimiento que contempla la prueba de matem��ticas. Por otra parte, se constata una elevada correlaci��n entre el dominio del castellano y el resultado de la prueba de matem��ticas, lo que revela que el conocimiento matem��tico obtenido a trav��s de una de las lenguas se transfiere a la otra.

El dise��o de contextos educativos mediados por ordenador y el aprendizaje de contenidos procedimentales de matem��ticas en la ESO

En este art��culo se justifica te��ricamente y se eval��a el dise��o de un contexto educativo mediado por ordenador para favorecer el aprendizaje de procedimientos de resoluci��n de problemas sobre el contenido matem��tico de la proporcionalidad. Los principios educativos que han guiado el dise��o y el proceso de evaluaci��n son los siguientes: a) estudiar las caracter��sticas del programa inform��tico que pueden potenciar el aprendizaje de estrategias de resoluci��n de problemas. Nuestro trabajo ha utilizado una hoja de c��lculo como programa inform��tico; b) contextualizar las actividades y los problemas a resolver en situaciones del entorno cotidiano del alumno y c) facilitar el aprendizaje compartido y colaborativo de procedimientos de resoluci��n de problemas entre los diferentes miembros de la comunidad escolar. Los resultados obtenidos en nuestro estudio muestran que la mediaci��n de la hoja de c��lculo en la resoluci��n de tareas matem��ticas ha definido una manera de aprender cuantitativamente y cualitativamente diferente.

Why Mathematics is essential in Biomedical Sciences degree?

Improvement of mathematical education and motivation of students in the mathematics" area is needed. What can be done? We introduce some ideas to generate the student"s interest for mathematics, because they often present difficulties in appreciating the relevance of mathematics and its role in the health sciences. We consider that a cornerstone in the strategy to attract the students" interest is linking the mathematics with real biomedical situations. We proceed in the following manner: We first present a real biomedical situation to produce interest and to generate curiosity. Second, we ask thought-provoking questions to students as: Which is the biomedical problem presented? Which is my knowledge on this situation? What could I do to solve this biomedical situation? Do I need some new mathematical concepts and procedures? Thereupon, the teacher explains the mathematical concepts necessary to solve the case presented, providing definitions, properties and tools for graphical display and/or mathematical calculations. In this learning methodology, ICTs were cornerstones for reaching the proposed competences. Furthermore, ICTs can also be used in the evaluative task in its two possible aspects: formative and for obtaining a qualification. Comments from students about this new mathematics teaching method indicate that the use of real biomedical case studies kept the lessons in mathematics interesting.

Reactive Recruitment of Attentional Control in Math Anxiety: An ERP Study of Numeric Conflict Monitoring and Adaptation

This study uses event-related brain potentials (ERPs) to investigate the electrophysiological correlates of numeric conflict monitoring in math-anxious individuals, by analyzing whether math anxiety is related to abnormal processing in early conflict detection (as shown by the N450 component) and/or in a later, response-related stage of processing (as shown by the conflict sustained potential; Conflict-SP). Conflict adaptation effects were also studied by analyzing the effect of the previous trial"s congruence in current interference. To this end, 17 low math-anxious (LMA)and 17 high math-anxious (HMA) individuals were presented with a numerical Stroop task. Groups were extreme in math anxiety but did not differ in trait or state anxiety or in simple math ability. The interference effect of the current trial (incongruent-congruent) and the interference effect preceded by congruence and by incongruity were analyzed both for behavioral measures and for ERPs. A greater interference effect was found for response times in the HMA group than in the LMA one. Regarding ERPs, the LMA group showed a greater N450 component for the interference effect preceded by congruence than when preceded by incongruity, while the HMA group showed greater Conflict-SP amplitude for the interference effect preceded by congruence than when preceded by incongruity. Our study showed that the electrophysiological correlates of numeric interference in HMA individuals comprise the absence of a conflict adaptation effect in the first stage of conflict processing (N450) and an abnormal subsequent up-regulation of cognitive control in order to overcome the conflict (Conflict-SP). More concretely, our study shows that math anxiety is related to a reactive and compensatory recruitment of control resources that is implemented only when previously exposed to a stimuli presenting conflicting information

A virtual mathematics learning environment for engineering students

Teachers of the course Introduction to Mathematics for Engineers at the UOC, an online distance-learning university, have designed,developed and tested an online studymaterial. It includes basic pre-university mathematics, indications for correct follow-up of this content and recommendations for finding appropriate support and complementarymaterials. Many different resources are used,depending on the characteristics of thecontents: Flash sequences, interactive applets, WIRIS calculators and PDF files.During the last semester, the new study material has been tested with 119 students. The academic results and student satisfaction have allowed us to outline and prioritise future lines of action.

A virtual learning environment for pregraduate mathematical students

Peer-reviewed

A Virtual Mathematics Learning Environment for Engineering Students

Teachers of the course Introduction to Mathematics for Engineers at the UOC, an online distance-learning university, have designed and produced online study material which includes basic pre-university mathematics, instructions for correct follow-up of this content and recommendations for finding appropiate support and complementary materials.

El aprendizaje reflexivo en la formaci��n inicial del profesorado: un modelo para aprender a ense��ar matem��ticas = Reflective learning in the early formation of teachers: a model to learn to teach maths

In this study we analize the application of the reflective learning during initial formation mathematics teachers. This model is based on the sociocultural theories of the human learning and assumes that the interaction and the contrast make possible the coconstruction and the active reconstruction of knowledge.In order to make the study, it was left from a sample of 29 teaching students. The qualitative analysis allowed to identify factors that facilitate the incorporation of the reflective learning in university teaching, as well as the degree of effectiveness of this model to learn to teach mathematics

Argumentos para los futuros maestros en torno al conocimiento matem��tico

Departing from initial training on Mathematics teaching, this article analyses several beliefs held by future teachers regarding mathematical knowledge. Some of these beliefs are an authentic obstacle for an advance towards quality Mathematics teaching, therefor, the autors reproduce five arguments given to groups of future teachers in order to tackle some of their beliefs on Mathematics and making them build, modify or consolidate a more complex imatge of mathematical knowledge and Mathematics work in the classroom

Hacia la alfabetizaci��n num��rica en Educaci��n Infantil: algunos avances en Chile y Espa��a

This article reviews the main contemporary international references on numerical knowledge acquisition in the kindergarten stage. Secondly it analyzes the instructions curricular in two countries-one Spanish-speaking Latin America (Chile) and one European (Spain) - to determine the extent to assume international benchmarks while comparing the curricula of both countries. Finally, it presents a proposal for intervention in the classroom that the combination of different learning contexts and processes to investigate mathematical teaching practices and most effective in promoting and numeracy of children from the earliest ages

Un an��lisis comparativo del papel del bucle fonol��gico versus la agenda visoespacial en el c��lculo en ni��os de 7-8 a��os = A comparative analysis of the phonological loop versus the visuo-spatial sketchpad in mental arithmetic tasks in 7-8 y.o. children

En esta investigaci��n se ha estudiado la relaci��n entre dos subsistemas de la memoria de trabajo (buclefonol��gico y agenda viso-espacial) y el rendimiento en c��lculo con una muestra de 94 ni��os espa��olesde 7-8 a��os. Hemos administrado dos pruebas de c��lculo dise��adas para este estudio y seis medidassimples de memoria de trabajo (de contenido verbal, num��rico y espacial) de la ��Bater��a de Testsde Memoria de Treball�� de Pickering, Baqu��s y Gathercole (1999), y dos pruebas visuales complementarias.Los resultados muestran una correlaci��n importante entre las medidas de contenido verbaly num��rico y el rendimiento en c��lculo. En cambio, no hemos encontrado ninguna relaci��n con las medidasespaciales. Se concluye, por lo tanto, que en escolares espa��oles existe una relaci��n importanteentre el bucle fonol��gico y el rendimiento en tareas de c��lculo. En cambio, el rol de la agenda viso-espaciales nulo

Compet��ncies d'exposici�� oral acad��mica: treball en equip docent interassignatures en el grau de Psicologia

Con el presente trabajo queremos dar a conocer los primeros resultados de un Pro-yecto de Innovaci��n Docente (UB), ���Competencias de exposici��n oral en contextos acad��micos: trabajo en equipo docente interasignaturas���; concretamente dos mate-riales elaborados en el marco de desarrollo del mencionado proyecto.