Equivalencias y valor de posición: elementos que orientan el funcionamiento del sistema de numeración decimal

El SND ha sido considerado un aspecto básico dentro del currículo de matemáticas, debido a su funcionalidad en los procesos de escritura de cantidades y en el desarrollo de algoritmos de operaciones básicas. Acorde a ello, la escuela dedica gran cantidad de tiempo al proceso de escritura y reconocimiento de cantidades, a la comparación de cantidades y al reconocimiento del valor posicional de una cifra, pero aun así los estudiantes no logran comprender los principios báscos del sistema. La presente propuesta se basa en la sistematización de una secuencia de actividades de aula orientada al reconocimiento de los principios que estructuran y dan sentido al S.N.D. como es el proceso de equivalencias entre las unidades del sistema y el reconocimiento del valor de posición de una cifra dada. Para llevar a cabo el proceso de sistematización de experiencias, se retomaron los principios metodológicos de la investigación acción educativa. Estas orientaciones permiten una búsqueda continua de alternativas de trabajo, y a la vez integran la exploración reflexiva que el docente hace de su práctica incidiendo en la lanificación y el mejoramiento de la misma, lo cual constituye un elemento esencial para la formación investigativa de los futuros docentes de matemáticas

El análisis didáctico y el estudio de los cambios curriculares en la enseñanza de la aritmética: la implantación del Sistema Métrico Decimal en España

Presentamos los resultados de un estudio histórico sobre los cambios curriculares en libros de texto de matemáticas con la introducción del Sistema Métrico Decimal en España durante la segunda mitad del siglo XIX. El estudio se orientó por el método histórico y el Análisis Didáctico como herramienta para el estudio de libros de texto históricos. Esto ha permitido caracterizar la inclusión de este sistema metrológico en libros de texto para primaria, secundaria y la formación de maestros mediante la identificación y descripción de la estructura conceptual, los procedimientos, representaciones y contextos con que se incluyó a las unidades de pesas y medidas métrico-decimales en los tópicos de aritmética. El estudio proporciona antecedentes históricos e información relevante para comparar y caracterizar la enseñanza y el aprendizaje de la aritmética enfocando el SMD en el currículo español desde su implantación hasta la actualidad.

Limbal stem cell deficiency and ocular phenotype in ectrodactyly-ectodermal dysplasia-clefting syndrome caused by p63 mutations

Objective: To describe the ocular phenotype in patients with ectrodactyly-ectodermal dysplasia-clefting (EEC) syndrome (MIM#604292) and to determine the pathogenic basis of visual morbidity. Design: Retrospective case series. Participants: Nineteen families (23 patients) affected by EEC syndrome from the United Kingdom, Ireland, and Italy. Methods: General medical examination to fulfill the diagnostic criteria for EEC syndrome and determine the phenotypic severity. Mutational analysis of p63 was performed by polymerase chain reaction-based bidirectional Sanger sequencing. All patients with EEC syndrome underwent a complete ophthalmic examination and ocular surface assessment. Limbal stem cell deficiency (LSCD) was diagnosed clinically on the basis of corneal conjunctivalization and anatomy of the limbal palisades of Vogt. Impression cytology using immunofluorescent antibodies was performed in 1 individual. Histologic and immunohistochemical analyses were performed on a corneal button and corneal pannus from 2 EEC patients. Main Outcome Measures: The EEC syndrome phenotypic severity (EEC score), best-corrected Snellen visual acuity (decimal fraction), slit-lamp biomicroscopy, tear function index, tear breakup time, LSCD, p63 DNA sequence variants, impression cytology, and corneal histopathology. Results: Eleven heterozygous missense mutations in the DNA binding domain of p63 were identified in all patients with EEC syndrome. All patients had ocular involvement and the commonest was an anomaly of the meibomian glands and lacrimal drainage system defects. The major cause of visual morbidity was progressive LSCD, which was detected in 61% (14/23). Limbal stem cell deficiency was related to advancing age and caused a progressive keratopathy, resulting in a dense vascularized corneal pannus, and eventually leading to visual impairment. Histologic analysis and impression cytology confirmed LSCD. Conclusions: Heterozygous p63 mutations cause the EEC syndrome and result in visual impairment owing to progressive LSCD. There was no relationship of limbal stem cell failure with the severity of EEC syndrome, as classified by the EEC score, or the underlying molecular defect in p63. Financial Disclosure(s): The authors have no proprietary or commercial interest in any of the materials discussed in this article. © 2012 American Academy of Ophthalmology.

Cost-Efficient Decimal Adder Design in Quantum-dot Cellular Automata

Applications that cannot tolerate the loss of accuracy that results from binary arithmetic demand hardware decimal arithmetic designs. Binary arithmetic in Quantum-dot cellular automata (QCA) technology has been extensively investigated in recent years. However, only limited attention has been paid to QCA decimal arithmetic. In this paper, two cost-efficient binary-coded decimal (BCD) adders are presented. One is based on the carry flow adder (CFA) using a conventional correction method. The other uses the carry look ahead (CLA) algorithm which is the first QCA CLA decimal adder proposed to date. Compared with previous designs, both decimal adders achieve better performance in terms of latency and overall cost. The proposed CFA-based BCD adder has the smallest area with the least number of cells. The proposed CLA-based BCD adder is the fastest with an increase in speed of over 60% when compared with the previous fastest decimal QCA adder. It also has the lowest overall cost with a reduction of over 90% when compared with the previous most cost-efficient design.

Aprendizagem dos números reais : um estudo com alunos do 9.º ano

Relatório da Prática de Ensino Supervisionada, Ensino de Matemática, Universidade de Lisboa, 2013

Opening truth to imagination : the pragmatism of John Dewey and Richard Rorty

This study explores in a comparative way the works of two American pragmatist philosophers-John Dewey and Richard Rorty. I have provided a reading of their broader works in order to offer what I hope is a successful sympathetic comparison where very few exist. Dewey is often viewed as the central hero in the classical American pragmatic tradition, while Rorty, a contemporary pragmatist, is viewed as some sort of postmodern villain. I show that the different approaches by the two philosophers-Dewey's experiential focus versus Rorty's linguistic focus-exist along a common pragmatic continuum, and that much of the critical scholarship that pits the two pragmatists against each other has actually created an unwarranted dualism between experience and language. I accomplish this task by following the critical movement by each of the pragmatists through their respective reworking of traditional absolutist truth conceptions toward a more aesthetical, imaginative position. I also show how this shift or "turning" represents an important aspect of the American philosophical tradition-its aesthetic axis. I finally indicate a role for liberal education (focusing on higher nonvocational education) in accommodating this turning, a turning that in the end is necessitated by democracy's future trajectory

Educating for love of wisdom : John Dewey and Simone Weil

The writings of John Dewey (1859-1952) and Simone Weil (1909-1943) were analyzed with a view to answering 3 main questions: What is wisdom? How is wisdom connected to experience? How does one educate for a love of wisdom? Using a dialectical method whereby Dewey (a pragmatist) was critiqued by Weil (a Christian Platonist) and vice versa, commonalities and differences were identified and clarified. For both, wisdom involved the application of thought to specific, concrete problems in order to secure a better way of life. For Weil, wisdom was centered on a love of truth that involved a certain way of applying one's attention to a concrete or theoretical problem. Weil believed that nature was subject to a divine wisdom and that a truly democratic society had supernatural roots. Dewey believed that any attempt to move beyond nature would stunt the growth of wisdom. For him, wisdom could be nourished only by natural streams-even if some ofthem were given a divine designation. For both, wisdom emerged through the discipline of work understood as intelligent activity, a coherent relationship between thinking and acting. Although Weil and Dewey differed on how they distinguished these 2 activities, they both advocated a type of education which involved practical experience and confronted concrete problems. Whereas Dewey viewed each problem optimistically with the hope of solving it, Weil saw wisdom in, contemplating insoluble contradictions. For both, educating for a love of wisdom meant cultivating a student's desire to keep thinking in line with acting-wanting to test ideas in action and striving to make sense of actions observed.

From absolutes to aesthetics : John Dewey and the art of experience /

In this thesis I sought to capture something of the integrity of John Dewey's larger vision. While recognizing this to be a difficult challenge, I needed to clear some of the debris of an overly narrow reading of Dewey's works by students of education. The tendency of reducing Dewey's larger philosophical vision down to neat theoretical snap shots in order to prop up their particular social scientific research, was in my estimation slowly damaging the larger integrity of Dewey's vast body of work. It was, in short, killing off the desire to read big works, because doing so was not necessary to satisfying the specialized interests of social scientific research. In this thesis then I made a plea for returning the Humanities to the center of higher education. It is there that students learn how to read and to think—skills required to take on someone of Dewey's stature. I set out in this thesis to do just that. I took Dewey's notion of experience as the main thread connecting all of his philosophy, and focused on two large areas of inquiry, science and its relation to philosophy, and aesthetic experience. By exploring in depth Dewey's understanding of human experience as it pertains to day-to-day living, my call was for a heightened mode of artful conduct within our living contexts. By calling on the necessity of appreciating the more qualitative dimensions of lived experience, I was hoping that students engaged in the Social Sciences might begin to bolster their research interests with more breadth and depth of reading and critical insight. I expressed this as being important to the survival and intelligent flourishing of democratic conduct.

Lovell's Business and Professional Directory of the Province of Ontario, for 1882, Alphabetically arranged as to Places, Names, Business and Professions, with a Classified Business Directory of the City of Montreal (1882)

Business directory for the Province of Ontario for the year 1882.

Dominion of Canada and Colony of Newfoundland Gazetteer and Classified Business Directory (1899)

Business directory for Canada and Newfoundland for the year 1899

Thesaurus of english words and phrases classified and arranged so asto facilitate the expression of ideas and assiet in literary composition

UANL

Cartilla del Sistema métrico-decimal

UANL

A Practical Grammar in Which Words, Phrases, and Sentences are Classified According to Their Offices and...

UANL

Lecciones de sistema métrico decimal

UANL

Sistema métrico decimal

UANL