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

[Objective] This research presents the process of construction and validation of an MTSK-Stochastic Questionnaire. [Methodology] Through a process consisting of three phases – 1) bibliographic review; 2) construction of the initial version; 3) validation through expert judgment and subsequent implementation of the pilot (trial) – an open questionnaire was constructed to assist in gathering data for analysis and evaluation of aspects of specialized knowledge of in-service Primary Education teachers for teaching statistics and probability, based on the Mathematics Teacher’s Specialized Knowledge (MTSK) model and the Mathematics Teaching Itinerary Approach (MTIA). [Results] The evaluations and opinions of the experts were generally positive, although some elements of the initial questionnaire were eliminated and others were reformulated to improve clarity and ease of understanding. [Conclusions] The final version of the questionnaire, which consists of 5 items for the analysis of statistics and 5 items for the evaluation of probability, makes it possible to provide accurate evaluations of mastery of mathematical knowledge: knowledge of topics, mathematical structure, and mathematical practice; and, in the didactic domain, accurate evaluations of knowledge of learning standards and characteristics, as well as knowledge about mathematics teaching.

[Objective] This paper is intended to identify and characterize the specialized knowledge of three mathematics teachers through the analysis of a sequence of activities intended to teach the sum of fractions using Cuisenaire Rulers. [Methodology]. A qualitative study using an interpretative paradigm was designed, and an intervention with the teachers was carried out during five sessions. Semi-structured interviews, a sequence of activities and Cuisenaire Rulers presented digitally were used as instruments for information collection. A model of specialized knowledge of the mathematics teacher developed by Carrillo and collaborators was used to characterize knowledge. This model makes it possible to identify the knowledge used by teachers in the field of mathematics, and to organize, classify and characterize it. [Results] The results of the investigation show a predominance of some of the subdomains that make up the model; in particular, a greater influence of knowledge of the topics and characteristics of learning mathematics. [Conclusions] Insights obtained during the investigation show the importance of identifying the knowledge that teachers make use of when thinking about an educational process, since this knowledge could help other teachers to improve or reflect on their teaching and learning practices in mathematics – in this particular case, in the study of fractions.

[Background] Discovery learning is a model that guides students to actively learn in finding concepts or knowledge through an inquiry process based on the data or information obtained from experiments or observations. [Objective] The present study examined the implementation of a modification of discovery learning using mind mapping in promoting students’ mathematical curiosity and creativity. [Method] A Classroom Action Research (CAR) design was employed in this study. The participants were 250 students in Middle Indonesian who registered in the academic year of 2020/2021. [Results] The descriptive analysis showed that the students achieved an average score of 44.04 with a standard deviation of 18.716 in pre-CAR, 52.48 with a standard deviation of 22.978 after cycle I, and 76.72 with a standard deviation of 17.097 after cycle II. Based on the students’ mathematical creative thinking scores, 2 (8%) students could perform creative thinking in pre-CAR, 6 (24%) students after cycle I, and 22 (88%) students after cycle II. These figures indicated that the students classically achieved the ability to think creatively in mathematics after cycle II. [Conclusion] It was concluded that the implementation of modified discovery learning and mind mapping could promote students’ mathematical creative thinking ability. The interview results also suggest that the learning model could increase mathematical curiosity of both the low and high achievers.

[Objective] The objective of this study was to determine the larvicidal activity against A. aegypti of ethanolic extracts of plants commonly found in Costa Rica. [Methodology] Larvicidal activity of ethanolic extracts of plants was determined in this study using the WHO/VBC/81.807: WHO/VBC/81. from 1981. An analysis PROBID for dose response was conducted to determine LC50 of the most prominent extracts. [Results] A total of six extracts with the highest toxicity were chosen, with the stem extract of Ipomoea cairica having the lowest LC50 of 0.0341 mg/mL, followed by I. cairica leaf extract with an LC50 of 0.121 mg/mL. The larvicidal activity of ethanolic extracts of plants was determined in this study, with an emphasis on the larvicidal potential of I. cairica as an environmentally friendly alternative for the control of A. aegypti. [Conclusions] The larvicidal activity for ethanolic extracts of different plants, with an emphasis on the larvicidal potential of I. cairica as an environmentally friendly alternative for the control of A. aegypti.

[Objetivo] El presente estudio tiene como propósito analizar si las preguntas relacionadas con el concepto de variabilidad que se presentan en los textos escolares de enseñanza secundaria en Chile permiten alfabetizar y pensar estadísticamente a los estudiantes del sistema escolar. [Metodología] Para tal efecto se hizo uso de un enfoque cualitativo mediante un análisis de contenido de los libros de textos de enseñanza secundaria publicados en los años 2016-2018-2020 y 2021. Las unidades de análisis fueron seleccionadas mediante un muestreo no probabilístico del tipo intencionado. [Resultados] Entre los hallazgos más relevantes se puede señalar que gran parte de las preguntas de los libros de texto analizados hacen uso de pronombres interrogativos qué y cuál. En estos casos, la interrogante se asocia a interpelaciones de bajo nivel cognitivo destinadas esencialmente al cálculo de estadígrafos de variabilidad, sin hacer uso de herramientas tecnología. Por el contrario, las preguntas afines a niveles cognitivos superiores como leer, analizar y tomar decisiones evidencian baja representatividad dentro de los casos observados. El concepto variabilidad se relaciona de manera fundamental con la noción de dispersión, lo cual ha sido cuestionado por investigadores de habla inglesa. [Conclusiones] En síntesis, los resultados sugieren que es recomendable que los profesores del sistema escolar orienten, reformulen y diseñen preguntas afines al concepto de variabilidad tomando como base las preguntas clasificadas en categorías superiores tales como análisis, argumentación y evaluación de manera que el estudiantado desarrolle una alfabetización y pensamiento estadístico

[Objetivo] En este trabajo se presenta el diseño, la implementación y el análisis de una experiencia formativa dirigida a futuros profesores de matemáticas de educación secundaria, centrada en el estudio de la variación lineal; el objetivo es enriquecer su conocimiento didáctico-matemático e iniciarlos en el desarrollo de la competencia de análisis ontosemiótico. La variación lineal es un objeto de interés debido a que está presente en diferentes momentos educativos a través de múltiples enfoques y significados: aritmético, algebraico y funcional. Como objeto matemático, posee una complejidad que puede ser fuente de dificultades y concepciones erróneas, lo que motiva el desarrollo de acciones formativas. [Metodología] Se trata de una investigación cualitativa basada en el estudio preliminar, diseño, implementación y análisis de 5 actividades didácticas, según los principios teóricos del enfoque ontosemiótico. Los datos proceden de videograbaciones de clases, notas de campo y respuestas escritas de nueve futuros profesores de octavo semestre de Licenciatura en Educación Secundaria con especialidad en Matemáticas. [Resultados] Los resultados indican que la variación lineal es, en efecto, un objeto complejo, lo cual se traduce en carencias en el conocimiento didáctico-matemático que los futuros profesores tienen sobre ella. Igualmente, se identifican dificultades ‒en términos de conocimientos y competencias‒ cuando se les pide analizar respuestas hipotéticas de estudiantes sobre tareas sobre variación lineal. [Conclusiones] A partir de los resultados, experiencias como la presentada se postulan como un recurso valioso en programas formativos para que el profesorado adquiera conocimientos y competencias para el tratamiento adecuado del contenido matemático.

[Objective] This article presents a description and analysis of an educational experience with prospective primary school teachers, aimed at developing their skills to create proportionality problems by modifying an initial problem to reflect a didactic-mathematical orientation. [Methodology] This is a qualitative and interpretative investigation that adopted an engineering or design approach to teaching in its research methodology. Theoretical and methodological tools of the Onto-semiotic Approach were used in both the design of the experience, and in the content analysis of participants’ responses. The investigation was carried out with a group of 127 Primary Education students of the University of Granada, Spain, organized in 33 teams to answer two problem-creation tasks. [Results] It was found that the participants most frequently created relevant problems by modifying a given problem, but that they did not manage to create problems that specifically allowed them to distinguish proportional from additive situations that are consistent with didactic-mathematical requirements. [Conclusions] Prospective teachers did not display sufficient didactic and mathematical knowledge to be able to successfully create proportionality problems. Training programs should therefore strengthen their strategies to develop this knowledge, incorporating it as a didactic resource in the teaching process to assist in improving the skills of prospective teachers in the analysis of mathematical activities.

[Objective] This investigation analyzed the attributes of architecture and navigability of web sites intended to provide information to Spanish returnees. [Methodology] This is an exploratory empirical study which uses a qualitative design with a statistical-descriptive basis, and makes use of absolute and relative frequencies. The qualitative analysis was carried out by means of a manual examination supported by the Atlas.Ti tool, guided by a theoretical model with empirical foundations. Data from 16 websites related to associations and federations of Spanish returnees active during the years 2019-2021 were analyzed. [Results] The websites analyzed were similar in terms of structure, interface and navigability. They use formats similar to those of current blogs, but their content was infrequently updated. They contain large amounts of information structured using hyperlink formats or attached documentation. [Conclusions] It is concluded that the architecture and navigability of web pages of Spanish associations and federations of returnees are much more notable for their similarities than for their differences. The investigation opens the way for further comparative and relational studies that will allow analysis of similarities and differences between websites, as well as the characterization of their communicative structures.

Alvin Boyarsky, architect and future dean of the Architectural Association, landed in Chicago in the fall of 1965 as associate dean of the College of Architecture and Arts at the University of Illinois at Chicago. Rather than placing him in an academic bubble, this experience piqued his interest in the urban and architectural conditions faced by the city's most vulnerable residents at the time, primarily the African-American population. In this context, Boyarsky emerged as a key figure in the period’s activism, a situation reflected in his underappreciated work Chicago à la Carte. Here, he shows, in addition to providing a parallel history of the city, the need for an architecture and urbanism concerned with context, where more than objects and forms, the bodies that inhabit it, and the invisible forces that are generated are represented. Following a detailed examination of the book, the article directly connects these approaches to the innovative and radical teaching methodology he applied to the Architectural Association, in London, from 1971 until his death in 1990. A method that transformed a collapsing university into a global benchmark, educating the most prestigious architects of the last decades, such as Rem Koolhaas and Zaha Hadid.

The elements that make up the architectural envelope in contact with the outside represent a conclusive factor in energy consumption and have a direct influence on the energy demand of the building. For this reason, the objective of the work is to analyze the different ways of energetically evaluating the architectural envelope in regulations at a global level and detecting its representative components. The research methodology is a theoretical-descriptive study, based on a systematic mapping that enables comparison between regulations. Next, the analysis variables and the type of information contained in them are obtained. It follows that the most important aspects to consider in the design and evaluation of the envelope are the climatic zone present in 34% of the regulations, the glaze-opaque relationship, and the thermal transmittance, present in 41% and 93% respectively. When comparing the scope of Argentine regulations with international examples, it is concluded that it is necessary to reinforce the studies and regulations related to the glaze-opaque relationship.