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

The present study was of an exploratory type, its purpose was the analysis of how research applied to the solution of institutional problems can become a living learning environment on university campuses. In this case, a research project (2019-2021) for the management of organic waste from the kitchen of the cafeterias of the University of Panama. A descriptive analysis of the academic spaces created for student participation and the scope of the results was carried out in all phases of the project, from the environmental audit of waste to the operationalization and optimization of composting techniques. As a comparison metric, the Sustainability Monitoring, Evaluation and Qualification System was selected, due to its comprehensive approach in higher education institutions; it was also used for the analysis of the strategic axis of sustainability of the University of Panama. The study made it possible to demonstrate that the project becomes a sustainable proposal for waste management, and a space for curricular and co-curricular transformation for the development of experiences and the achievement of learning results.

This paper documents the experience of the eco-brick challenge as a pedagogical strategy with university students in virtual mode. The objective is to recognize the individual contribution in the generation of waste and responsible consumption by students. The challenge consisted of recovering inorganic waste for 21 days to place it inside a polyethylene terephthalate bottle. This activity had to be documented daily using the Blackboard® diary tool. A qualitative analysis of the content of each student's diary was carried out, using the QDA Miner® software, the information was categorized into before, during and after the challenge. At the end of the challenge, the students saw themselves as agents of change because with small individual actions they can make a difference for the planet. 41% of the participants promised to improve their consumption habits to reduce the amount of waste, and 19% stated that they would continue to carry out the eco-brick. Although an ecobrick is not the solution to environmental problems, it is a tool that motivates action because the student makes changes in her lifestyle in the hope that she will apply it in her future professional life.

The objective of this work is to present the resolution of a Mathematical Olympiad question on the area of flat figures using the GeoGebra software, observing the geometric reasoning and the relations established between concept and image by the students, based on the Theory of Figural Concepts. The methodology used in this work was the case study, seeking to observe and describe the strategies and difficulties of students in their resolution. For this study, a virtual meeting was held on the Google Meet platform, due to the COVID-19 pandemic, with a group of 20 students from 2nd year high school. As a result, the problem raised in the study is solved by exploring visualization and manipulation within the GeoGebra software environment.

This is an exploratory study with a methodological approach, focused on the characterization of inverse linear functions as biunivocal and invertible functions. The proposed objective consisted of identifying some type of structural difficulty in first-year undergraduate students when working with properties of an inverse linear function with an algebraic structure different from those proposed in textbooks assigned in the course. The results of this experience led to the generalization of algebraic and geometric patterns, which allowed establishing underlying characteristics of inverse linear functions. It also led to the design of a methodological theory based on the didactic management of mathematical contents.

The aim of this article, which is part of the research agenda in mathematics education on teachers' knowledge and knowledge for teaching mathematics, is to specify the main knowledge for teaching mathematics in Early Childhood Education. To this end, the article is structured in three parts: in the first part, mathematics teaching in early childhood education is reviewed from three dimensions: purposes, practices and organisation of teaching; in the second part, a review of previous literature on early childhood teachers' knowledge to teach mathematics is carried out; finally, in the third part, considering the previous points, two types of knowledge that early childhood teachers should mobilise to carry out an effective teaching of mathematics at this educational stage are described and exemplified: Mathematical Knowledge in Early Childhood Education and Didactic Knowledge of Mathematics in Early Childhood Education, together with their respective subtypes. It is concluded that the concreteness of this knowledge can contribute to the professional development of early childhood teachers and, additionally, can be used as an analytical tool for research in early childhood mathematics education.

In 1840, the German pedagogue Friedrich Fröbel coined the term Kindergarten for German pre-school training centers. In them the teaching staff was made up of women and the game was considered as an essential process of the initial education of the child. To encourage the creative capacity of beginners, Fröbel designed a specific school material.In this article, we will deal with a game of cubic and prismatic blocks that, in our opinion, has a notable interest in the arithmetic-geometric formation of the smallest and even of those that are not.

Teachers' attitudes can affect the teaching-learning processes linked to mathematical content. The objective of this work was to establish profiles of self-confidence towards mathematics in future teachers and to determine the incidence that gender and mathematical achievement have on this attitude. Following a non-experimental quantitative methodology, a multivariate analysis was carried out, forming three profiles of low, medium and high self-confidence, the latter being the least representative, and an inferential analysis that reflected the existence of statistical significance in the variables studied. We understand that measures must be taken to improve the self-confidence towards mathematics of future teachers so that the teaching of this subject is more successful.

In this work, the frequent errors committed by university students when performing algebraic tasks are comparatively analyzed. A questionnaire focused on the levels of understanding of the use of letters was applied and it was also approached from the algebra approaches. This study is carried out from the quantitative approach with diagnostic and descriptive character. The sample is made up of 54 students from Costa Rica and Mexico. As a result, it was found that most students make calculation errors or have poor learning, they resort to arithmetic procedures and there is evidence of an inability to establish mathematical models.

Students present mathematical challenges when they are unable to solve a particular problem, thereby generating interest in the topic. It is important to note that these challenges are related to the domain of skills that students should possess. Honduras is particularly interested in the domain of skills, since standardized assessment tests have been implemented at the national and regional levels in recent years with the purpose of measuring the performance of students in basic education. Based on the results obtained in the latest evaluation, students who have completed the third cycle of basic education (seventh to ninth grade) have significant knowledge deficiencies, with an average percentage of performance in algebraic expressions ranging between 26% and 35% (Secretaría de Educación SE, 2014, p.49). After the above considerations it is easy to determine that students have difficulties in the block of algebraic expressions where the topic of polynomials is addressed. In order to contribute to the improvement of the situation, the present study addresses this topic and seeks to identify the challenges presented by students in this section.