Objetos de la Geometría algebraica clásica y Espacios anillados

La Geometría Algebraica Clásica puede ser definida como el estudio de las variedades cuasiafines y cuasiproyectivas sobre un campo k, y en particular, del problema de su clasificación salvo isomorfismos -- Estas variedades son, por definición, subconjuntos de los n-espacios afínes y de los n-espacios proyectivos -- Es útil tener a disposición una definición intrínseca de estos objetos, es decir, independiente de un espacio ambiente -- En este artículo se muestra como la noción de Espacio Anillado es la clave para formular estas definiciones y reformular el problema de clasificación

A SURVEY OF DISTANCE MAGIC GRAPHS

In this report, we survey results on distance magic graphs and some closely related graphs. A distance magic labeling of a graph G with magic constant k is a bijection l from the vertex set to {1, 2, . . . , n}, such that for every vertex x Σ l(y) = k,y∈NG(x) where NG(x) is the set of vertices of G adjacent to x. If the graph G has a distance magic labeling we say that G is a distance magic graph. In Chapter 1, we explore the background of distance magic graphs by introducing examples of magic squares, magic graphs, and distance magic graphs. In Chapter 2, we begin by examining some basic results on distance magic graphs. We next look at results on different graph structures including regular graphs, multipartite graphs, graph products, join graphs, and splitting graphs. We conclude with other perspectives on distance magic graphs including embedding theorems, the matrix representation of distance magic graphs, lifted magic rectangles, and distance magic constants. In Chapter 3, we study graph labelings that retain the same labels as distance magic labelings, but alter the definition in some other way. These labelings include balanced distance magic labelings, closed distance magic labelings, D-distance magic labelings, and distance antimagic labelings. In Chapter 4, we examine results on neighborhood magic labelings, group distance magic labelings, and group distance antimagic labelings. These graph labelings change the label set, but are otherwise similar to distance magic graphs. In Chapter 5, we examine some applications of distance magic and distance antimagic labeling to the fair scheduling of tournaments. In Chapter 6, we conclude with some open problems.

The Students’ Perspective of Geometry Teaching and Learning in High School

The purpose of this article is to present the results obtained from a questionnaire applied to Costa Rican high school students, in order to know their perspectives about geometry teaching and learning. The results show that geometry classes in high school education have been based on a traditional system of teaching, where the teacher presents the theory; he presents examples and exercises that should be solved by students, which emphasize in the application and memorization of formulas. As a consequence, visualization processes, argumentation and justification don’t have a preponderant role. Geometry is presented to students like a group of definitions, formulas, and theorems completely far from their reality and, where the examples and exercises don’t possess any relationship with their context. As a result, it is considered not important, because it is not applicable to real life situations. Also, the students consider that, to be successful in geometry, it is necessary to know how to use the calculator, to carry out calculations, to have capacity to memorize definitions, formulas and theorems, to possess capacity to understand the geometric drawings and to carry out clever exercises to develop a practical ability.