Construction of polynomial spline spaces over quadtree and octree T-meshes

[EN]We present a new strategy for constructing tensor product spline spaces over quadtree and octree T-meshes. The proposed technique includes some simple rules for inferring local knot vectors to define spline blending functions. These rules allow to obtain for a given T-mesh a set of cubic spline functions that span a space with nice properties: it can reproduce cubic polynomials, the functions are C2-continuous, linearly independent, and spaces spanned by nested T-meshes are also nested. In order to span spaces with these properties applying the proposed rules, the T-mesh should fulfill the only requirement of being a 0-balanced quadtree or octree. ..

Construction of polynomial spline spaces over quadtree and octree T-meshes

[EN]We present a new strategy for constructing tensor product spline spaces over quadtree and octree T-meshes. The proposed technique includes some simple rules for inferring local knot vectors to define spline blending functions. These rules allow to obtain for a given T-mesh a set of cubic spline functions that span a space with nice properties: it can reproduce cubic polynomials, the functions are C2-continuous, linearly independent, and spaces spanned by nested T-meshes are also nested. In order to span spaces with these properties applying the proposed rules, the T-mesh should fulfill the only requirement of being a 0-balanced quadtree or octree. ..

CLIL materials in Secondary Education: focusing on the language of instruction in the subject area of Mathematics

[EN]Applying a CLIL methodological approach marks a shift in emphasis from language learning based on linguistic form and grammatical progression to a more ‘language acquisition’ one which takes account language functions. In this article we will study the elements of the “language of instruction” of the area of Maths in Secondary Education, by focusing on the analysis of the communicative functions, and the lexical and the cultural items present in the textbook in use. Our aim is to present the CLIL teacher with the linguistic and didactic implications that he or she should take into consideration when implementing the bilingual syllabuses with their students. In order to do that, we will present our conclusions emphasizing the need for coordination in different content areas, linguistic and communicative contents, between the foreign language teacher and the CLIL subject one.