Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

During the carried out of this paper, it was made a map with all the Projects of Investigation of each high school in Castilla y León, as a result of a qualitative, descriptive and ex post facto methodology. With this, we got information about curriculum that is studied in this autonomous region, in the Baccalaureate in Investigation/Excellence (BIE). Furthermore, we investigated if project-based learning used in the BIE improve the mark, the motivation and the behaviour of the students toward learning mathematics.

During a part of the twentieth century was used in Latin America the textbook Advanced Arithmetic, under the signature of G. M. Bruño. Here, the notion compound number appeared like a type of concrete number, a fact is also seen in other contemporary textbooks. Therefore, this paper shows an approach to sociohistorical roots of that notion and a description of the didactical point of view related to its teaching. To achieve these aims, some resources based on content analysis were used. As a result, it has established the nexuses between practical needs and teaching of compound numbers under a didactical orientation

Despite the great importance of statistical knowledge in academic, scientific and everyday settings, it is one of the disciplines that convey less enthusiasm and more negative attitudes out of all the subjects in the curriculum. This paper presents a study about the attitudes towards statistics displayed by Secondary School trainee teachers undertaking the Spanish Language, English Language and Social Sciences programmes at University of Tolima, Colombia. To that end, we applied the Scale of Attitudes Towards Statistics, a Likert scale measuring attitudes towards statistics which is designed and widely used by researchers in the line of enquiry that focuses on the affective domain within Statistics Education. Our findings show that the sampled students ignore and value unfavourably the usefulness of the subjects for their studies and future teacher performance.

The formation of mathematical competences in the future teaching staff constitutes a substantive axis of the science of education and Pedagogy in general. The present study had as objective, to know the state of the question of the formation of mathematical competences in the future professorship at Ibero-American level; the methodology used is qualitative, descriptive and exploratory; The sample considered for the development of the study were scientific articles on this subject that are available in journals indexed in Scopus, WoS and Google Scholar. As a result of the reading and analysis of the state of the question, it has been possible to identify cognitive, procedural and attitudinal elements, as well as essential didactic-pedagogical aspects that determine mathematical competences, at the same time this analysis will serve as a theoretical-methodological reference to conceive a perspective with a high objective and scientific level of the formation of mathematical competences of the future professors at the Ibero-American level.

A descriptive-interpretative study is presented centered on the analysis of textbooks of greater use in Chile in the period 2001 - 2018, in the levels of school education, that seeks to identify and characterize the justification of rules and algorithms in the numerical - algebraic scope. For this purpose, an a priori model was developed based on three dimensions: the mode of representation (Enactive - Iconic - Symbolic) that is used, the quantity of these and their possibility of generalizing. The application of these dimensions to textbooks led to the adjustment of the model, which made it possible to find new types of justification and study their trends, which constitutes a contribution in the selection and analysis processes of classroom activities.

This work is a descriptive review of the mathematical anxiety that many people, and especially young people, suffer when they have to deal with a mathematical task. It shows the current studies being carried out on this subject and specifically those of interpretations of threats that prevent them from learning in this area. This problem is one of the most important in the field of mathematics teaching and this article presents a concise examination so that teachers, psychopedagogues and counselors can reflect on how to approach new pedagogies in this area. A view of the trend of the most innovative scientific studies suggests that there is more and more research on this topic at the global level. This may be because society abounds with attitudes that foster mathematical anxiety. Throughout the work it is explained that the feelings of apprehension, tension or discomfort experienced by many individuals when performing mathematical activities or in a mathematical context are emotional, can affect working memory and can be explained through an appreciation of different forms of threatening stereotypes. Psychoneurological studies have shown that the most appropriate way to intervene will depend on the perception of the associated stereotypes in each case. Also, recent studies are shown to encourage thought change and convert practical and habitual situations that generate anxiety to others that build a positive situation through the development of mathematical resilience.

An environment of dialogue between students and teachers has allowed to document for more than three years the experiences narrated by students in the first semesters of engineering in which they take mathematics subjects for their professional training. The methodology used allowed to use interviews to investigate social practices from the classroom, with the purpose of investigating whether students are able to adapt or rethink work of their peers to propose their own. Some results were found not only in reference to what they do over a semester, but also aspects to which they are resistant and what they are willing to evaluate.

The great part of the students of the grade of teacher in primary education is unknowingly of contemporary historical events to the personages who developed certain mathematical content, nor the consequences that have been shaped in the curriculum that will work with their future students. We use the theory of Jankvist (2009) and the experience of Furinghetti (2007), we emulate a small experience with our students to observe how useful mathematical history is when teaching and learning mathematics. The main consequence was that our students were more aware of the historical-evolutionary process of mathematics and their more human and dynamic profile thus reinforcing the multiple looks that your future student may have about mathematical content.

Dumps are important anthropogenic sources of greenhouse gas emissions into the atmosphere, mostly CH4. However, few studies on the subject have been carried out in the Amazon region. Several factors affect the production and emission of dumps gas. The objective of this study was to quantify the spatial variation of CO2 and CH4 production in an Amazon dump and try to associate the relative importance of some environmental factors with the fluxes. This study was carried out in an open-air dump in the metropolitan region of Belém, where approximately 11.0 million Mg of waste was deposited in 25 years, of which 6.4 million Mg was organic. The emission rates of CH4 and CO2 from the surface of the dump were determined using the closed dynamic flux chamber technique. The study was conducted in three cells of different ages, sampled in two moments between the Amazon rainy and dry season. The Aura dump has an area of 30 ha and emits a total of 51.49 Mg CO2 ha-1 month-1 and 3.16 Mg CH4 ha-1 month-1 to the atmosphere. This results in an expressive production of 1,359,961.04 Mg CO2-e year-1, being that 58.54% is due to CH4 flux. The spatial variability in CO2 and CH4 flux is very large, especially for CH4, forming hotspots of high concentrations, and perhaps because of this, the flow has not been correlated with micrometeorological variations.

O processo de desertificação é caracterizado pela influência do clima, que emregiões secas (áridas e semiáridas) é o fator preponderante de fragilidadedo ambiente, que provoca déficits sociais e econômicos, que por sua vezretroalimentam o processo por meio da pressão da população sobre o meioambiente. O índice de vulnerabilidade socioambiental à desertificação (IVSD)foi desenvolvido em um sistema de informações geográficas utilizando dadosambientais e socioeconômicos, tais como taxa de analfabetismo, crescimentopopulacional, produto interno bruto, rendimento médio da população,precipitação, evapotranspiração, temperatura da superfície, índice de arideze monitoramento da qualidade da água. No desenvolvimento do IVSDfoi realizada uma análise estatística dos dados preparados e calculados.Essa análise consistiu na eliminação dos valores de pico e na divisão de trêsclasses por percentis (classes de vulnerabilidade alta, média e baixa), compercentis de 0 a 33,33%; 33,33 a 66,66%; e 66,66 a 100%, respectivamente.  O objetivo desta pesquisa foi desenvolver e avaliar um índice paradeterminação da vulnerabilidade socioambiental à desertificação no estadodo Espírito Santo, visando identificar as regiões mais vulneráveis a esseprocesso. O IVSD evidenciou uma área localizada no norte-noroeste, que já éconsiderada oficialmente como uma área susceptível à desertificação, e umaárea localizada no extremo sul, que embora possua as mesmas características,não é considerada oficialmente uma área susceptível à desertificação.O IVSD permitiu evidenciar a necessidade de implantação e de melhorias daspolíticas públicas para promover o avanço no desenvolvimento das regiõesmais fragilizadas do Espírito Santo, visando torná-las menos vulneráveis aosprocessos de desertificação.