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

The objective of the research is to analyze the metacognitive competences in the university students of the mathematics degree at the Popular University of Cesar. The study variable was defined as metacognitive competences, supported by Flavell (1996) Arias, Zegarra and Velarde (2014) Piña and Alfonso (2019), among others, based on the positivist paradigm, with a non-experimental, transactional and field design descriptive; quantitative in nature corresponding to a process of coding, tabulation and statistical analysis; With a population of 24 students in the last semester of the mathematics and physics degree to which a virtual Lickerttype questionnaire was applied with a scale of alternatives that allowed to establish measurement parameters of the variable. In the analysis of the results it was evidenced the need for students to implement metacognitive strategies that promote their integral growth, preparing them for the educational professional field with planning, control and evaluation tools that strengthen their skills at the service of achieving their objectives and those of the context.

Apart from the activities related to teaching, formative research is another of the main axes associated with higher education al global level: research seedbeds, degree projects, classroom projects, among other aspects are relevant to think about this aspect that marks becoming a university. In this sense, this document aims to generate a reflection on the form and content of how formative research processes have been implemented in Colombia. To achieve this, we start from a documentary analysis, in which the scientific production about the problem outlined here is analyzed and then some reflections on this process in Colombian Higher Education Institutions (HEI) are raised. In its structure, this article is divided into three blocks: The first is dedicated to establishing an overview of research in Colombia based on social and economic data; the second, will establish what are those research asspects associated with HEI in Colombia; as a consequence, the categories associated with the lines of research, status of the professor, investment in research, among other aspects are considered in this section. Finally, the reflections on formative research applied to Colombia are presented in a way of conclusions, wich highlights the diffuse way like this type of research is defined in Colombia, the need for a new approach to use of resources and methods by part of the professors and how closed the formative research spaces in HEI can become.

Contemporary societies are undergoing a profound technological transformation in which they have passed from the modern mechanical model to algorithmic computational logic. In this framework and with the development of the I.A. and of the processes of technosciences and their advances in the genetic and molecular universe, it is necessary for education and communication to begin to weave new relationships, conceptual inventions and methodological possibilities for the analysis of emerging phenomena such as those that arise with an epoch crossed by the preponderance of problematizations sometimes visible under the microscope lens or the precision of the algorithm. This research takes as its starting point the approach of biopragmatics as a methodological and pedagogical tool for the construction of education and communication processes that, based on the relationship between bodies, their textual nature and the preponderance of technology in social processes contemporaries, enable the consolidation of critical citizenships capable of analyzing and appropriating the concepts, uses and applications of technosciences in molecular times and that have been implicit in the nature-culture continuum, viral schemes and the challenges of the cyborg universe, the algorithmic and the genetic.

Framed within the Sociocultural theory and following the principles of the action-research approach in the classroom, this work presents final results concerning the connection between the teaching and learning of English through the incorporation of regional culture contents. To do so, a set of contextualized culturally-based classes were carried out in a public elementary school located in a Colombian Caribbean town. The project was developed through three stages named diagnosis, action plan, and evaluation. The results revealed that regional culture provided a contextualized environment to work in the classroom. Students acquired new and better alternatives to learn a foreign language and to recover their culture isolated from the school. It can be stated that the sociocultural approach supports theoretical and methodological principles to acquire a foreign language, enabling the students to progressively reinforce their ability to create and transfer meaningful tasks to other real situations. 

This research article aims to investigate the conceptions that students and teachers have of a Bachelor of Early Childhood Education program on the evaluation of learning in virtual contexts (e-evaluation). A survey was applied to 135 students and 29 of teachers. For each group of informants, an instrument was designed in which a first section associated with general aspects of the informants such as age, gender, among others, is considered; followed by a block of questions in which the participants had to assess through a Likert scale the level of frequency with which events occurred within the framework of the teaching-learning process and its relationship with the evaluation processes in virtual contexts. The results show that teachers have a favorable perception of each of the aspects associated with evaluative practice through the use of digital resources, while students state that e-evaluations do not meet the objectives of the subjects or contribute to the development of critical thinking.

This study aims to describe ways of solving problem situations, from school mathematics and extracurricular mathematics. The problem is framed in the research field of Ethnomathematics, after conducting a review of research in national and international spheres that allude to tensions between academic and extracurricular mathematics. A qualitative and interpretive methodology was used that included two phases: the first phase was based on the search and identification of problem situations in the international and national literature, guided by it, the collection of empirical material focused on articles from scientific journals published between 1995 and 2019. In the second phase, the problem situations encountered were systematized, and then separating and describing the ways of solving these problem situations into extracurricular solutions and school solutions. Among the results, we can highlight the mathematical skills that people have developed from their experience and the activities found in arithmetic and geometry where the different mental algorithms designed by nonschooled people for the solution of a problem are striking.

Objective: Establish the main factors that affect the consumption of illegal psychoactive substances in Colombia through the application of multivariate statistical techniques. Method: Responses of 500 randomly selected people from the national survey on the consumption of psychoactive substances in the general population of Colombia were considered. Data were analyzed with binary logistic regression, multiple correspondence analysis, and cluster analysis. Results: The probabilities that people who are curious and who are offered to consume hallucinogenic substances are offered to try drugs were identified as high. It is confirmed that a person will have a greater possibility of consuming drugs if members of their closest psychosocial environment consume. The psychoactive substance with the highest consumption and which is most offered to the citizens of Colombia is marijuana. 4 clusters were identified according to the type of consumption, which were called pot, cocaine addicts, polydrug use and out of the ordinary. Discussions: People who use and have friends who use psychoactive substances correlate with ease of access to psychoactive substances. Stability and consistency were detected between the different levels of access to drugs, that is, if it is easy for a person to acquire a specific drug, it will be just as easy for them to acquire other types of drugs and if it is difficult for them to obtain a specific substance, it will be just as difficult for you to obtain any of the other substances tested.

This work is carried out to identify and analyze the most recurrent phonetic deficiencies that students and future professors of the Foreign Languages program of the Universidad del Atlántico perform when communicating in French. In addition, it is intended to identify the possible reasons for these frequent errors in the speech of undergraduates, even in advanced semesters and also graduates. Once identified, it is planned to create a mechanism that allows the handling of these errors. In addition, these results will be shared with the professors of the French department to make them aware of this issue and begin to generate changes for future generations of graduates. This population was subjected to different stages: observation, carrying out activities to identify phonemes with a tendency to fossilize, a questionnaire that seeks that they themselves give their point of view on what are their biggest gaps in the pronunciation of French, the application of the method corrective for the same and, finally, a final evaluation to identify if there are any improvement. Most of the errors are the differentiation between the phonemes / b / - / v /, / s / - / z / and the correct pronunciation of the nasal vowels / ã / - / ɛ / - / ɔ ̃ ̃ /. On the other hand, deficiencies were observed in the correct use of the liaison. Likewise, 50% of the students confirm that these errors are due to the lack of teaching of phonetics in the Foreign Languages program of the Universidad del Atlántico. It is concluded that phonetics is a branch of the language that must be taught to improve the pronunciation of foreign language students and some interactive cards are shared with teachers so that their students can work on these phonemes from the first semesters, thus avoiding future fossilizations.

One of the key factors that have an impact on the quality of elementary and secondary education is the professional and highlevel training of teachers, an aspect for which there is no evidence of studies based on spatial analysis of the data. In this article we present as a contribution the application of spatial analysis of data in the characterization of the professional training of elementary and middle school teachers in the city of Bogota. The study proposed in this article was developed from the dataset provided by the open data portal of Bogota for the year 2019, using the free software tool GeoDa, which allows a spatial analysis of quantiles and linear correlation, as well as the application of clustering models using the K-Means algorithm. The developed study is intended to support decision making by the relevant authorities with respect to coverage and investment in teacher training in the different localities of the city of Bogota. Similarly, this study is intended to serve as a reference to be extrapolated both at the level of different departments, as well as at the national level, in order to characterize and evaluate the quality of education in Colombia.

The objective was to describe the interactions in distance learning during the confinement by Covid-19, between students and teacher, student-students and between students and content. Methodologically it was descriptive and field design with quantitative methods, the sample consisted of 100 students from the bachelor’s Program in Early Childhood Education at the Francisco de Paula Santander University. A questionnaire with 34 questions with various answer options was used. The results determined that the homework assignment was the most used by the students, which required constant interaction with the content. It was concluded that the interactions in distance education required during confinement by Covid-19, require different forms of interactions for students to incorporate elements of support for teaching between distance learners, content, their peers, and their teachers with a system of adequate tools that provide formative and summative evaluation, with synchronous and asynchronous methods.