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

The objective of this research was to identify persistent errors of mathematical concepts and procedures, in particular, the incorrect application of the linearity concept, as well as implement learning situations to address errors of linearity by designing learning tasks in the context of modeling and the use of mathematical software. The study was applied to 42 students in the mathematics education program, during the 2019-2020 period. Research was conducted under a qualitative and longitudinal approach. Data collection began with a test upon entering the program and a second test after completing a semester of classes. Later on, collaborative workshops were implemented to address linearity errors, and a post-test was applied at the end. Upon entering the initial teacher math training, students showed a high percentage of errors, mistakenly applying linearity to roots, powers, logarithms, and trigonometry. After a semester of classes, these errors persisted. After the workshops, none of the participants made linearization errors in roots, powers and trigonometry, and only some continued applying linearity to logarithms. It was concluded that at the beginning of the program, students were still making errors in concepts and procedures that should have been overcome in school, and many of these errors are highly persistent. Using software in learning situations related to modeling would help students remedy those errors.

This research aimed to describe, spatially and temporally, the concentrations of nitrates in correlation with anthropogenic activities surrounding the Sierpe River that crosses the National Térraba-Sierpe Wetland (HNTS). Although territorially protected by Costa Rican legislation, this wetland is surrounded by intense agricultural activity. In 2018, monthly monitoring of pH, nitrates, and dissolved oxygen was carried out in fourteen points of the river. A baseline around 5 mg NO3- / L was obtained in periods without agricultural activities and peaks up to 20 mg NO3- / L after fertilization activities. Correspondingly, a decrease in dissolved oxygen and pH was observed on days of high agricultural activity. In the months following fertilization, accelerated growth of aquatic plants and a general deterioration in mangrove reproduction were observed by collaborators of the HNTS management and surveillance program. Nevertheless, when high nitrates concentration in agricultural areas are observed,  their decline is also observed in the direction of the river's flow until it reaches its mouth.  This facts shows the still active function of the wetland and its importance in the processing of nitrates. To regulate activities not only in the territorial limit but also in the limits of the water system surrounding the HNTS is recommended to protect this ecosystem function.

El objetivo de este estudio es caracterizar el conocimiento de profesores de matemáticas en formación inicial en la Universidad Nacional de Costa Rica sobre aspectos lógico-sintácticos y matemáticos de la demostración, al evaluar argumentos matemáticos. La investigación se posiciona en el paradigma interpretativo y tiene un enfoque cualitativo. Consta de dos fases empíricas: en la primera, se aplicó un cuestionario sobre los aspectos lógico-sintácticos a 25 sujetos, durante los meses de setiembre y octubre de 2018 y, en la segunda, un cuestionario sobre los aspectos matemáticos a 19 sujetos, durante los meses de mayo y junio de 2019. Para el análisis de la información, se propusieron indicadores de conocimientos, entendidos como frases para determinar evidencias de conocimientos en las respuestas de los sujetos. Se apreció que la gran mayoría de los futuros profesores de matemáticas evidencian conocimiento para discriminar cuándo un argumento matemático corresponde o no a una demostración en  virtud de los aspectos lógicos y sintácticos, y de elementos matemáticos asociados a proposiciones con la estructura de la implicación universal. En general, brindaron mayores evidencias de conocimiento sobre los aspectos lógico-sintácticos que sobre los aspectos matemáticos. Concretamente, evidenciaron que un caso particular o la prueba de la proposición recíproca no demuestra el resultado; asimismo, evidenciaron conocimiento sobre la demostración directa e indirecta de la implicación universal. En el caso de los aspectos matemáticos considerados como las hipótesis, los axiomas, las definiciones y los teoremas, se apreció que podrían tener diferentes niveles de dificultades para comprender una demostración.

En este artículo nos centramos en comprender el conocimiento especializado que muestra una profesora de educación secundaria en formación, cuando enseña polígonos como parte de su práctica preprofesional en el último año de su carrera. Para explorar dicho conocimiento nos basamos en el modelo Mathematics Teacher´s Specialised Knowledge (MTSK) creado por el grupo de investigación de la Universidad de Huelva, España. Utilizamos una metodología de investigación cualitativa y desde el paradigma interpretativo damos cuenta de un estudio de caso que permitirá identificar, describir y comprender el conocimiento geométrico de la maestra referente a los polígonos. La recogida de información se realizó a través de observación no participante, mediante grabaciones realizadas durante tres sesiones de clase con estudiantes de quinto grado de educación secundaria. Para la validación del análisis usamos la triangulación de expertos externos en el modelo MTSK. Los resultados evidencian el potencial que ofrece el MTSK como herramienta para profundizar en la caracterización y comprensión del conocimiento del profesorado, cuyo uso resultaría favorable en la formación inicial de docentes de educación secundaria, pues permite que el personal docente en formación inicial reflexione sobre la necesidad de tener un conocimiento matemático y didáctico sobre el contenido a enseñar. Los resultados muestran como el conocimiento del tema de polígonos se relaciona íntimamente con el conocimiento de la enseñanza de la matemática vinculado a este tema, así como al conocimiento de las características del aprendizaje de la matemática.

El trabajo tiene como objetivo principal la definición de las correlaciones y afectación que las variables demográficas del género, edad y grado universitario tienen en las habilidades técnicas de la ingeniería. El artículo precisa un análisis basado en el cruce de datos referentes a un estudio de campo aplicado a una muestra aleatoria y probabilística de ingenieros activos en el ejercicio de su profesión en Costa Rica, presenta un abordaje de corte neuroinductivo y correlacional, en referencia a la preponderancia de las habilidades técnicas en el ejercicio profesional de la ingeniería. Se precisan las bases teóricas para el entendimiento de los factores neuroconductuales que definen el abordaje de una determinada habilidad técnica, para, posteriormente, ser analizadas de forma aplicativa en función de resultados cruzados, ligados a las variables demográficas de interés en los sujetos de estudio. Finaliza con el establecimiento de un estudio de correlaciones estadísticas múltiples en términos de las habilidades y elementos demográficos de interés tales como el grado académico y la edad. Resaltan las influencias directas que la edad y el grado manifiestan en las habilidades técnicas, con coeficientes promedio de 5.01 % y 3.45 %; se observa, a la vez, una correlación contraria en términos de habilidades como la matemática y la programación. Se establece una relación de interés, en donde las habilidades técnicas parecen estar relacionadas directamente con las variables independientes.

The objective of the research was to disseminate nanotechnology concepts, applications, and benefits among educators from different Costa Rican provinces to increase their acceptance and dissemination of the subject to elementary students. Teachers from different areas of the country were called to participate.  Five training workshops were held in Turrialba, Cahuita, Alajuela, Buenos Aires, and Nicoya covering fundamental nanotechnology concepts and applications, as well as the contributions offered from an educational point of view. The workshops were held in person two full days including talks, practical activities, and discussions. In addition, educational materials were prepared, such as a poster and an information brochure, and two educational videos on nanotechnology. A total of 98 teachers, 87% men and 13% women, from different provinces were trained. Workshop evaluations were positive in terms of the knowledge acquired with an average of 57.30%, compared to 5.10% before starting the training. This project contributed to strengthen teachers’ knowledge about nanotechnology and its applications. In addition, national and international nanotechnology research projects were made known. The above will help teachers disseminate new knowledge to the student population, thus becoming knowledge multipliers.

This study is part of the research in didactics of mathematics on teacher training. In particular, the study focuses on the knowledge of mathematics teachers, taking as a reference the theoretical approaches of the Mathematics Teacher’s Specialized Knowledge (MTSK) model and teacher reflection as a professional competence. The study corresponds to a descriptive-qualitative research, based on an instrumental study of cases, whose purpose is to describe and analyze the manifestations of mathematics teachers of Secondary Education when they observe a teaching-learning situation that shows a teacher of mathematics teaching the concept of relation. For this, narratives written by seven Secondary Education mathematics teachers in service were used, which indicate some aspects identified by them as relevant from the observed situation. The analysis of the gathered information was carried out by defining categories, subcategories, and analysis units based on the components of the MTSK model. The results indicate that participating teachers accentuate, in their manifestations, attributes mainly associated with didactic knowledge of mathematical content. The reflection of this group of teachers is characterized by three specific aspects of the MTSK model: teaching, learning, and knowledge of the topics. It is interpreted that teacher reflection has been influenced by the professional experience of the teachers participating in the study.

The objective of this paper is to analyze, from the perspectives of elementary school teachers, the processes they carry out in their classrooms in terms of methodologies and evaluations used in the development of programs for the study of mathematics. A mixed approach was used in the study, which was based on a sequential design. Non-probabilistic sampling was used for convenience. In the first phase of the research, 117 elementary school teachers from schools in Costa Rica were surveyed. In the second phase, interviews were conducted with three teachers. A questionnaire was used to collect data, and semi-structured interviews were also carried out. The results obtained show that implementation of the Mathematics curriculum led to methodological changes and adjustments in the process of evaluation among the teaching staff, but also created problems. In general, the blackboard was the most used resource, but the use of additional tools has diversified. There is little use of technology and discussion of the history of mathematics as teaching resources. Knowledge of the curriculum is not adequate; priority is given to content, rather than to the development of skills. The teaching staff has difficulty in planning and developing problem-solving activities. Teachers should participate in continuous training processes in areas including mathematical knowledge, methodological and evaluation strategies, use of technology, and problem solving.

Teak has the highest value of any commercially planted tree species in the tropics. The tree improvement international cooperative GENFORES, established in Costa Rica, has led breeding programs with this tree species in Latin America. This investigation was undertaken with the objective of selecting the clones which are best adapted to the dry Pacific zone of Costa Rica, as well as for other dry regions in the tropics. Research was carried out in Nicoya, in the province of Guanacaste (in the northern Pacific region of Costa Rica), where 31 genotypes were evaluated for 13 continuous years, in terms of diameter growth, commercial volume, and stem quality. Genetic parameters were obtained using Selegen-REML/BLUP software, as were selection rankings and estimated genetic gain. The highest values for individual heritability and mean clonal heritability for diameter (h2g = 0.12 and h2mc = 0.82), and for commercial volume (h2g = 0.075 and h2mc = 0.74) were obtained for trees that were 8.9 years old. Commercial plantations established with the best 10 clones, with an age of 12.9 years, may attain a commercial volume of 0.88 m3 per tree, corresponding to a genetic gain of 11% with respect to the best available seed source from a seed orchard, while diameter would reach 28 cm at the same age. These results allow a reduction of approximately two years of the age at which teak can be harvested in the dry Pacific zone of the country.

This article compares social participation networks in three wildlife protected areas in the Central Pacific of Costa Rica. These areas represent different management categories, which means different approaches to the use of natural resources. A mixed approach methodology was used to have a wider understanding of the socio-environmental processes in these areas. Analyses used included graph theory, social network analysis, and heat maps with attribute variables and global and positional network indicators. The elements of analysis included 40 civil society groups related to local development and environment conservation organized between 2009-2010 and 40 between 2019-2020. The analysis units were the interactions among the groups. Results show that the more centralized the social networks and the less power of local and multisectoral groups, the greater the dissociation of the topics related to sustainability of wildlife protected areas and the more vulnerable to structural and external changes. It is concluded that, from the structural dimension, participation networks are influenced by the management categories, since they condition the access to their ecosystem services. From the functional dimension, the capability of participation networks to transform ecosystem services into development opportunities is irrespective of the management categories, although it is related to other social aspects.