Concepciones de los docentes de educaci?n b?sica sobre el teorema fundamental de la aritm?tica

El ?nfasis que se hace en el Teorema Fundamental de la Aritm?tica en la educaci?n b?sica no es muy amplio pese a la importancia y los conocimientos que puede movilizar su ense?anza en el aprendizaje de los estudiantes, es por ello que el presente trabajo de grado se caracteriza por la identificaci?n de las concepciones de los profesores de matem?ticas sobre el Teorema Fundamental de la Aritm?tica, desde una perspectiva Hist?rico-Epistemol?gica, a partir de la cual se indaga sobre los obst?culos epistemol?gicos que se presentaron en la construcci?n del tema central. Se considera que es necesario analizar las concepciones de los profesores, debido a que ?stas caracterizan no solo el conocimiento del profesor sino que tambi?n permean la forma en que se desarrollan los conocimientos en el aula de clase.

Teorema del residuo y algunas de sus aplicaciones

Investigación orientada al Análisis Complejo, presentando la similitud entre la serie de Laurent y la serie de Taylor (excepto cuando la función no es holomorfa) estableciendo la relación que existe entre el residuo y la serie de Laurent. El Teorema del Residuo, es aplicado solamente cuando el número de puntos singulares es finito. Asimismo, se aplicó el cálculo de residuos para evaluar integrales de funciones cuyas trayectorias encierran varias singularidades independientes de cualquier tipo de singularidad (polo, removibles o esenciales). En conclusión, se encontró que es imposible aplicar el teorema de Cauchy para caminos cerrados que encierran puntos singulares, por consiguiente, el teorema del residuo da solución a ese tipo de problemas. Finalmente se aplicó el Teorema del Residuo para sumar series que relacionan el número de polos con el número de enteros en el interior de un camino cerrado.

Teorema del punto fijo de Banach y algunas aplicaciones

El teorema del punto fijo es aplicable a un tipo especial de sucesiones; dicho teorema es utilizado en muchas ciencias aplicadas (economía, ingeniería, informática) así como en las ciencias fundamentales (física, química, biología, etc.). El trabajo investiga la teoría del punto fijo y algunas aplicaciones del Teorema del Punto Fijo de Banach, para elaborar un documento en el que se presenten algunas aplicaciones y la teoría del punto fijo.

Aplicación de los anillos noetherianos conmutativos y las variedades algebraicas afines en la demostración del teorema de los ceros de Hilbert

Se desarrolla un estudio de todas las herramientas necesarias para llegar al teorema de los ceros de Hilbert el cual luego se demuestra en sus formas débil y fuerte. Se introducen los conceptos básicos relacionados con los anillos noetherianos y las variedades algebraicas afines que son fundamentales para el estudio del teorema de los ceros de Hilbert. Es por ello que estudiamos detenidamente el concepto de ideal primo e ideal primario, como también las distintas operaciones entre ideales, en particular la descomposición primaria de ideales. En seguida se desarrollan las demostraciones de algunos de los teoremas importantes de los anillos noetherianos, haciendo uso de la descomposición primaria de un ideal y un resultado fundamental: el teorema de la base de Hilbert. Además se desarrollan las definiciones, proposiciones, teoremas de una variedad algebraica afín y el ideal asociado a una variedad, así como también el ideal de una variedad y lo más interesante es la descomposición de ideales en variedades algebraicas afines, como la condición de cadena descendente de variedades. También se hace la aplicación de los resultados obtenidos en los capítulos anteriores, para demostrar el teorema de los ceros de Hilbert en su forma dedil así como en la forma fuerte. Finalmente adoptamos una Topología que es muy débil pero sorprendentemente útil ocupando los resultados anteriores, probando propiedades que cumple esta topología como la cerradura topológica y compacidad.

El problema dela función inversa a la luz del teorema del tubo fluorescente

Con el objeto no de introducir al estudiante universitario a la noción de función inversa sino de reorganizar ideas, darle significado a unas y resignificar otras (es decir, ayudarlo a aprehender el concepto) se elaboró un razonamiento, basado en ideas previas del alumno, que concluye en el Teorema del tubo fluorescente. Este Teorema permite, a partir del gráfico de una función biyectiva, obtener el de su inversa de un modo más sencillo y seguro que el de los textos tradicionales y, simultáneamente, aporta un claro mensaje conceptual. El cambio en la percepción del tema (en el 75 a 80% de los estudiantes) y la seducción de la inversa “instantánea” son superados por la idea (desde ahora evidente) que una función y su inversa son expresiones de una misma relación observada desde distintos puntos de vista.

Diseño y montaje de un equipo para el estudio del Teorema de la Cantidad de Movimiento

El objetivo de este proyecto es construir un banco de prácticas destinado al y análisis del impacto de un chorro contra diferentes obstáculos y estudiar dicho efecto mediante el teorema de cantidad de movimiento. Para ello se ha diseñado un prototipo basado en el banco instalado en la Escuela Técnica Superior de Ingenieros de Bilbao. Las diferentes piezas necesarias para la construcción del prototipo se realizaran mediante diferentes medios, algunas de ellas se encargaran a órganos externos a la escuela y otras se fabricaran con equipo disponible en el propio centro. Para el diseño se han tenido en cuenta parámetros y cálculos como los de la instalación hidráulica.

El Teorema de Márquez : de cómo repensamos el trabajo docente y la inclusión a partir de una experiencia de producción matemática

Fil: Conte, Rodrigo. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Education futures : transforming teacher education in the middle years

The young people who populate our classrooms live in a changed and rapidly changing society: a society where information is the most valued commodity and where traditional ‘truth’s such as nation and family are increasingly destabilized and fragmented. Educators at primary, secondary and tertiary level must, with some urgency, address issues relating the emergence of new citizenships and identities, the impact of new technologies and new economies. Our pedagogy and curriculums must be relevant to the need of students now and in the future. The School of Education, The University of Queensland is addressing issues of change, new technologies, new work places, critical citizenry and the need for pedagogical and curriculum innovation through the development of a new Middle Years of Schooling Dual Degree program. This program is designed to equip pre-service teachers to approach pedagogy and curriculum in innovative ways and to challenge them to embrace diversity and change. This paper outlines the key features of the Middle Years of Schooling Dual Degree, identifying a number of innovative approaches to pre-service teacher education.

Spaces of care in the third sector : Understanding the effects of professionalization

Increasingly the health and welfare needs of individuals and communities are being met by third sector, or not-for-profit, organizations. Since the 1980s third sector organizations have been subject to significant, sector-wide changes, such as the development of contractual funding and an increasing need to collaborate with governments and other sectors. In particular, the processes of ‘professionalization’ and ‘bureaucratization’ have received significant attention and are now well documented in third sector literature. These processes are often understood to create barriers between organizations and their community groups and neutralize alternative forms of service provision. In this article we provide a case study of an Australian third sector organization undergoing professionalization. The case study draws on ethnographic and qualitative interviews with staff and volunteers at a health-based third sector organization involved in service provision to marginalized community groups. We examine how professionalization alters organizational spaces and dynamics and conclude that professionalized third sector spaces may still be ‘community’ spaces where individuals may give and receive care and services. Moreover, we suggest that these community spaces hold potential for resisting the neutralizing effects of contracting.

Aligning school reform and teacher education reform in the middle years : an Australian case study

This paper discusses the development of a new Bachelor of Education (Middle Years of Schooling) at The University of Queensland, Australia. The middle years of schooling have increasingly been the focus of education reform initiatives in Australia, but this has not been accompanied by significant increases in the number of teacher education institutions offering specialised middle schooling-level teacher preparation programmes. Considering the rapidly changing social and economic context and the emergent state of middle schooling in Australia, the programme represented a conceptual and practical opportunity and challenge for The University of Queensland team. Working collaboratively, the team sought to design a teacher education preservice programme that was both responsive and generative: that is, responsive to local school contexts and to current education research and reform at national and international levels; and generative of cutting-edge theories and practices associated with middle schooling, teachers' work, and teacher education. This paper focuses on one component of the Middle Years of Schooling Teacher Education programme at The University of Queensland; namely, the practicum. We first present the underlying principles of the practicum programme and then examine "dilemmas" that emerged early in the practicum. These issues and tensions were associated with the ideals of "middle years" philosophy and the pragmatics of school reform associated with that approach. Within this context, we explore what it means to be both responsive and generative, and describe how we as teacher educators negotiated the extremes these terms implied.

Designing for engagement : building IT systems

Context The School of Information Technology at QUT has recently undertaken a major restructuring of their Bachelor of Information Technology (BIT) course. Some of the aims of this restructuring include a reduction in first year attrition and to provide an attractive degree course that meets both student and industry expectations. Emphasis has been placed on the first semester in the context of retaining students by introducing a set of four units that complement one another and provide introductory material on technology, programming and related skills, and generic skills that will aid the students throughout their undergraduate course and in their careers. This discussion relates to one of these four fist semester units, namely Building IT Systems. The aim of this unit is to create small Information Technology (IT) systems that use programming or scripting, databases as either standalone applications or web applications. In the prior history of teaching introductory computer programming at QUT, programming has been taught as a stand alone subject and integration of computer applications with other systems such as databases and networks was not undertaken until students had been given a thorough grounding in those topics as well. Feedback has indicated that students do not believe that working with a database requires programming skills. In fact, the teaching of the building blocks of computer applications have been compartmentalized and taught in isolation from each other. The teaching of introductory computer programming has been an industry requirement of IT degree courses as many jobs require at least some knowledge of the topic. Yet, computer programming is not a skill that all students have equal capabilities of learning (Bruce et al., 2004) and this is clearly shown by the volume of publications dedicated to this topic in the literature over a broad period of time (Eckerdal & Berglund, 2005; Mayer, 1981; Winslow, 1996). The teaching of this introductory material has been done pretty much the same way over the past thirty years. During this period of time that introductory computer programming courses have been taught at QUT, a number of different programming languages and programming paradigms have been used and different approaches to teaching and learning have been attempted in an effort to find the golden thread that would allow students to learn this complex topic. Unfortunately, computer programming is not a skill that can be learnt in one semester. Some basics can be learnt but it can take many years to master (Norvig, 2001). Faculty data typically has shown a bimodal distribution of results for students undertaking introductory programming courses with a high proportion of students receiving a high mark and a high proportion of students receiving a low or failing mark. This indicates that there are students who understand and excel with the introductory material while there is another group who struggle to understand the concepts and practices required to be able to translate a specification or problem statement into a computer program that achieves what is being requested. The consequence of a large group of students failing the introductory programming course has been a high level of attrition amongst first year students. This attrition level does not provide good continuity in student numbers in later years of the degree program and the current approach is not seen as sustainable.

Ecological perspectives and wellness

Since the industrial revolution, the development of a lifestyle lived predominantly indoors has resulted in less contact with nature. Research over the last twenty years has gradually been identifying the human health benefits attributed to re-connecting with the natural environment. The significance of feeling connected to natural environments, families and friends are described as a foundational requirement for human health and wellbeing (Maller et al., 2008). Also, the early findings of Schultz‟s (2002) work indicated that by feeling connected to the natural world a person is more likely to be committed to positively interact with and protect the natural world. Research on young people has indicated that young people are even more disconnected from the natural world. Leading some writers to call this disconnection a crisis termed “Nature Deficit Disorder.” Participants (n = 131) from 1st year university Physical Education and Human Movement Studies were asked to complete two questionnaires the Connectedness to Nature scale (CNS) (Mayer & Frantz, 2004) and the New Ecological Paradigm Scale (NEP) (Dunlap, Van Liere, Mertig, & Jones, 2000). The NEP and CNS are two scales most commonly used to explore beliefs and feelings of connectedness to the natural world (Schultz, 2002). The NEP was developed over thirty years ago by Dunlap and Van Liere (1978) and originally termed the New Environmental Paradigm. The NEP is now the foremost International tool for measuring beliefs about the natural world (Dunlap, 2008). The CNS measures an individual‟s trait levels of emotional connection to the natural world. It is a relatively new tool for understanding ecological behaviour based on ecopsychology theory and employed to predict behaviour (Mayer and Frantz, 2004). Both questionnaires are based on a 1-5 scale (Strongly disagree to Strongly agree). By combing both scales the researchers aim to develop a snap shot of beliefs and emotional feelings towards the natural world and therefore an idea of intended behaviour. The two questionnaires were combined as one online survey with additional material asking for demographics and self assessments of type of leader included before the surveys. An email inviting outdoor leaders to participate was sent out to networks and interest groups. A basic descriptive statistical analysis was used to interpret data.