bluuebunny/crossref_metadata_2025 huggingface dataset:
Entrevista com Flávia Caimi - Entre afetos, aprendizagens e partilhas: desafios ao campo do Ensino de História
Authors: Da Fonseca Vitória Azevedo , Da Costa Marcella Albaine Farias , Martins Marcus Leonardo Bomfim
Published: August 2024

.Flávia Caimi é graduada em História, especialista em Supervisão escolar e em História regional e mestra em Educação pela Universidade de Passo Fundo. É doutora em Educação pela Universidade Federal do Rio Grande do Sul e possui pós-doutorado pela Facultad Latinoamericana de Ciencias Sociales (FLAC-SO/Argentina). É professora aposentada da Universidade de Passo Fundo, atuando, sobretudo, na formação de professores e professoras de História e de pesquisadores e pesquisadoras do campo educacional. Foi professora de História na educação básica. Possui consolidada e relevante trajetória no campo do Ensino de História, tendo como principais temas de investigação o ensino, a aprendizagem, a formação docente, os livros didáticos e os saberes escolares.
Relação museu escola
Authors: Ferreira Elaine Cristina Ventura
Published: August 2024

O presente artigo traçou uma reflexão sobre as linguagens construídas acerca da cultura negra no momento em que ela integrou as práticas educativas do Museu de Folclore Édison Carneiro de 1968 a 1982. Por meio de uma investigação e análise de jornais e do discurso de inauguração do museu, a nossa intenção foi mostrar como a instituição representou em suas práticas educativas, frente à sua relação com as escolas, um imaginário social sobre a cultura negra brasileira. Nosso estudo permitiu identificar que, naquelas ações, o museu participou ativamente de um projeto de nação no qual os estudantes aprendiam que a cultura de matriz africana fazia parte de uma nação nascida de três raças onde não havia conflito étnico-raciais. E assim, entendendo que os museus participam do jogo político de seu tempo, buscamos destacar a sua importância como ferramenta para um ensino de história questionador.
Qual o impacto das reformas curriculares sobre a narrativa histórica escolar?
Authors: Sarraff Luiza
Published: August 2024

O presente artigo tem como objetivo analisar a narrativa didática sobre a Primeira Revolução Industrial em um livro didático de uma coleção aprovada pelo primeiro edital do Programa Nacional do Livro Didático (2021) após a implementação da Base Nacional Comum Curricular. Tal proposta busca compreender as possíveis alterações ocorridas em relação à História Escolar após a implementação da Reforma do Ensino Médio e seu novo currículo, a Base Nacional Comum Curricular. Essas alterações substituíram a disciplina História por um corpo interdisciplinar e integrado chamado “ciências humanas e sociais aplicadas”. Esta análise terá como referencial o segundo nível do corte epistemológico de Paul Ricoeur buscando entender se determinados parâmetros das narrativas históricas se mantêm após as recentes alterações curriculares.
Entre o planejado e o vivido
Authors: Christovão João Henrique
Published: August 2024

Este artigo analisa a estruturação do sistema educacional formal da cidade de Cabo Frio ao longo do século XX com ênfase no período compreendido entre as décadas de 1950 e 1970 quando foram implantadas duas propostas educacionais novas na cidade: as Escolas Praianas, implantadas pelo governo Amaral Peixoto, e a Escola 20 de Julho implantada pela Álcalis no início da década de 1960. Esse período coincide com o aumento de produtividade das salinas, o “boom salineiro” e com o momento de maior organização por parte dos trabalhadores da cadeia produtiva do sal que lutavam por seus direitos, inclusive o acesso ao ensino formal. A experiência vivida por aqueles trabalhadores, analisada em perspectiva com o aumento do número de vagas nas escolas e com os novos projetos educacionais propostos, traz uma série de elementos que contribuem para pensar caminhos para o ensino da História Regional hoje.
“Por que são elas pipiras?”
Authors: Dos Santos Ribeiro Felipe Augusto
Published: August 2024

Ao final do século XIX, os estados do Piauí e Maranhão abrigavam um total de onze fábricas de fiação e tecelagem de algodão, caracterizando um polo industrial têxtil com fortes conexões. Em território maranhense, cinco dessas fábricas estavam instaladas na capital São Luís, outras quatro em Caxias e uma em Codó. No Piauí, havia somente uma fábrica na capital Teresina. As mulheres eram numericamente expressivas e exerciam um papel de destaque na indústria têxtil em ambos os estados, sendo posteriormente identificadas pela alcunha de pipira. A referência era uma ave homônima, bastante comum na Amazônia e na região Meio Norte do país, mas que logo se desdobrou em outros significados, bastante ofensivos às operárias. Desse modo, o presente artigo analisa como esse apelido surgiu e se consolidou enquanto representação social sobre essas mulheres trabalhadoras, também refletindo sobre as possibilidades de intervenção pedagógica no ensino de história a partir desse estudo, com foco na Educação Básica.
Análisis de las narrativas escolares sobre la dictadura autodenominada “Revolución Argentina” (1966-1973) en los contenidos curriculares y materiales educativos en Historia
Authors: Gomes Gabriela , Billán Yésica
Published: August 2024

El objetivo de este artículo es analizar las narrativas relacionadas con el pasado reciente, tanto en los contenidos curriculares de Historia como en la materialidad producida por el Estado Nacional para la enseñanza de la historia reciente. Fundamentalmente, nos enfocaremos en revisar las siguientes preguntas, las cuales orientan la estructura argumentativa de este trabajo: ¿Cuáles son los contenidos establecidos por el Estado nacional para la enseñanza de la dictadura autodenominada "Revolución Argentina" (1966-1973)? ¿Cuáles son las narrativas predominantes en los materiales educativos producidos desde el Ministerio de Educación?
Neurologic Complications Following Peripheral Nerve Block in Foot and Ankle Surgery
Authors: Balboni Julia , Kermanshahi Nazanin , Kregling Caroline , Webber Kassidy J. , Tung Wei Shao , Fram Brianna , Gianakos Arianna L.
Published: August 2024

Background:

It is often challenging to determine the cause of nerve injury following peripheral nerve block (PNB). The etiology can be multifactorial and may be influenced by patient-specific factors, variation in anesthesia practice, and the location of the nerve block. This study examines the incidence of postoperative neurologic complications following the use of PNB in foot and ankle surgery. The primary goal was to identify PNB characteristics associated with neurologic complications.

Methods:

A bibliographic search was conducted from 2012 to 2024. Included studies analyzed neurologic complications following the use of PNB in foot and ankle surgery. Studies that included pediatric or pregnant populations were excluded, along with those that involved orthopedic surgeries other than foot and ankle. The primary outcome was complication rate, which included neurologic complications, defined as sensory or motor nerve dysfunction remaining after the period of expected block effect. Analyzed block characteristics included choice of local anesthetic, use of adjuvant, patient position, and level of sedation during block administration.

Results:

Fifteen studies met criteria for inclusion. Of 6,012 total patients, 794 reported neurologic complications (13.2%). Of these, 2.9% (175 of 6,012) had symptoms that remained unresolved at the last follow-up. Ninety-seven percent of nerve deficits were sensory (770 of 794), 1.8% were motor (14 of 794), and 1.3% were mixed (10 of 794). Popliteal block had a complication rate of 12.2% (400 of 3,273), the highest of any solitary block; of these patients, and 0.3% (11 of 3,273) developed complex regional pain syndrome. Complication rates for bupivacaine and ropivacaine were 8.8% (243 of 2,776) and 24.1% (330 of 1,367), respectively. Comparison of adjuvants yielded complication rates of 24.3% with epinephrine (89 of 367) and 15.5% with corticosteroids (277 of 1,784).

Conclusion:

While most neurologic complications after PNB involve transient paresthesia followed by spontaneous resolution, some patients develop long-lasting symptoms resulting in chronic pain and motor compromise. Implementation of a screening protocol is needed to identify patients at risk of nerve injury who may be poor candidates for regional anesthesia.

Level of Evidence:

Level II. See Instructions for Authors for a complete description of levels of evidence.
Do Adductor Tenotomies Prevent Progressive Migration in Children with Cerebral Palsy?
Authors: van Stralen Renée Anne , Roelen Merel Charlotte Rosalie , Buddhdev Pranai , Reijman Max , Eygendaal Denise , Tolk Jaap Johannes
Published: August 2024

Background:

Up to one-third of children with cerebral palsy (CP) develop migration of the hip, and the risk increases with a higher Gross Motor Function Classification System (GMFCS). In progressive hip migration in young children, adductor tenotomy is an accepted treatment option to delay or prevent progressive hip migration. However, there is quite a large variability in reported results. This systematic review aims to determine the effectiveness of a soft-tissue release in the prevention of progressive hip migration in children with CP.

Methods:

This systematic review was performed in accordance with the guidelines of the Cochrane Handbook for Systematic Reviews and the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols statements. Our inclusion criteria were studies describing pediatric, skeletally immature patients with CP and a “hip at risk” of progressive hip migration. Exclusion criteria were simultaneous bony reconstructions, case reports, technical notes, published abstracts, or studies with a follow-up under 1 year postoperatively. The primary outcomes were defined as failure rate (progressive hip migration and/or need for bony surgery, as defined by each paper) and change in migration percentage (MP) at final follow-up. As secondary analyses, we evaluated the outcome after specific subtypes of surgeries and assessed whether performing lengthening of iliopsoas, neurectomy of the anterior branch of the obturator nerve, age at the time of surgery, GMFCS level, and postoperative management impact the outcome.

Results:

Our literature search identified 380 titles. Eighty-four articles underwent full-text review, of which 27 met our inclusion/exclusion criteria and were subsequently selected for quantitative analysis. A prevalence meta-analysis was performed including 17 studies (2,213 hips). Mean follow-up ranged from 12 to 148.8 months. The mean preoperative MP was 33.4% (2,740 hips) and 29.9% at follow-up. The overall reported failure rate was 39% (95% confidence interval, 26%-52%). Performing a release of only adductor longus had a failure rate of 87%, whereas more extensive soft-tissue releases showed significantly better results with failure rates ranging from 0 to 44% (p < 0.001). Lengthening of the iliopsoas had no significant impact on failure rate (p = 0.48), nor did performing an obturator neurectomy (p = 0.92).

Conclusion:

The failure rate of adductor tenotomies to prevent progressive hip migration appears to be as high as 39% in studies with a varying follow-up. The failure rates are significantly higher when isolated release of the adductor longus is performed. This systematic review supports clinical decision making in children with CP and early hip migration.

Level of Evidence:

Level IIA. See Instructions for Authors for a complete description of levels of evidence.
Waterflood Relative Permeabilities in Composite Cores
Authors: Huppler J. D.
Published: August 2024

When cores longer than about 3 in. are desired for waterflood testing, it is common to assemble a composite core from a set of short core pieces. Long composite cores reduce the importance of capillary effects such that lower flooding rates can be used. Composite cores are also useful where end effects would invalidate results from tests on individual short cores. The assumptions made in using such a composite core for waterflood testing are that all the core sections:

have nearly identical relative permeability curves,

are homogeneous and isotropic, and

have nearly identical connate water and residual oil values.

It is further assumed that there is good contact between sections and that the flooding rate is high enough to make capillary pressure effects unimportant in all core sections.

When these assumptions are met, we can make several assertions based on analysis of the one-dimensional, two-phase flow equations. The water-saturation distributions throughout a flood are the same in a composite core as in a single homogeneous core having the average properties of the composite, no matter what ordering of core sections is used in the composite. Production histories are also the same for any ordering of core segments. Thus experimental waterflood relative permeability ratios may be quite accurate for any ordering.

The individual-phase relative permeability curves calculated from composite waterflood data may be in error.
Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions
Authors: Chudaeva Elena , Soliman Latifa
Published: August 2024

General education science courses at a Canadian postsecondary institution implemented Beyond Labz virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.
Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9
Authors: Delanoy Nadia , El-Hacha Jasmine , Miller Monica , Brown Barbara
Published: August 2024

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’ reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’ understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.
Generative Artificial Intelligence in Graphic Design Education: A Student Perspective
Authors: Fleischmann Katja
Published: August 2024

Generative Artificial Intelligence (GenAI) is re-defining the way higher education design is taught and learned. The explosive growth of GenAI in design practice demands that design educators ensure students are prepared to enter the design profession with the knowledge and experience of using GenAI. To facilitate GenAI’s introduction in a project-based context, it is suggested that design educators use critical engagement as a starting point to assure students understand the strengths and weakness of GenAI in the creative design process. There is little guidance on how to systematically integrate GenAI in design studio practice while maintaining a critical perspective of the ethical issues it has engendered. This research explores student attitudes toward GenAI, frequency of its use, and student perception of its impact on their future design careers. A survey of a representative cohort of graphic design students (n = 17) reveals a pragmatic acceptance that GenAI will change how design is practiced and a concurrent willingness to learn more on how to use it effectively and ethically. The survey validates the need for design educators to engage and guide students critically in their understanding and use of GenAI within studio and professional practice.
Editorial
Authors: Cleveland-Innes Martha
Published: August 2024

Welcome to Volume 50, Issue 1, of The Canadian Journal of Learning and Technology (CJLT). CJLT is a decades-old peer-reviewed journal that invites English or French submissions on the research and practice of education, technology, and learning. This bilingual journal is free-of-charge to anyone with access to the Internet, is multi-indexed, and presented in accessible formats. There are no article submission/publication fees or access charges.
Decadal hydrological impact assessment of evolving land use and land cover in an Indian river basin: a multi-model approach
Authors: Dixit Shubham , Pandey Kamlesh K. , Shukla Divyansh
Published: August 2024

All river basins have ever-evolving land use and land cover (LULC) attributes. The impact of these changes may not be significant on short time scales (i.e., monthly, seasonal, yearly), but over a decadal scale, they can substantially alter the hydrological processes of the basin. This study comprehensively quantifies the impacts of LULC changes over Cauvery basin in India using LULC maps from four decades spanning from 1980 to 2020. Simulations were performed using the Soil and Water Assessment Tool (SWAT) with various datasets. To isolate the effects of LULC changes, two sets of SWAT models were developed: A-set models for calibration and validation to establish basin parameters and B-set models to examine LULC change impacts while isolating other factors such as terrain and climate changes. Key findings include a significant increase in urban areas (0.87% in 1985 to 5.54% in 2015), a decline in vegetation cover (25.34% in 1985 to 21.32% in 2015), and an increase in the Curve Number and average annual surface runoff, highlighting the impact of LULC changes on hydrological processes. The A-set models achieved R-squared values of 0.831, 0.728, 0.715, and 0.757, while the B-set models showcased significant changes in hydrological parameters due to LULC changes.
Determinants of adoption of household water treatment in Haiti using two analysis methods: logistic regression and machine learning
Authors: Heylen Camille , Antoine Diona , Ritter Michael , Casimir Jean Marcel , Van Dine Neil , Jackendy Jean , Leung Alice , Wright Dustin , Lantagne Daniele
Published: August 2024

Household water treatment (HWT) is recommended when safe drinking water is limited. To understand determinants of HWT adoption, we conducted a cross-sectional survey with 650 households across different regions in Haiti. Data were collected on 71 demographic and psychosocial factors and 2 outcomes (self-reported and confirmed HWT use). Data were transformed into 169 possible determinants of adoption across nine categories. We assessed determinants using logistic regression and, as machine learning methods are increasingly used, random forest analyses. Overall, 376 (58%) respondents self-reported treating or purchasing water, and 123 (19%) respondents had residual chlorine in stored household water. Both logistic regression and machine learning analyses had high accuracy (area under the receiver operating characteristic curve (AUC): 0.77–0.82), and the strongest determinants in models were in the demographics and socioeconomics, risk belief, and WASH practice categories. Determinants that can be influenced inform HWT promotion in Haiti. It is recommended to increase access to HWT products, provide cash and education on water treatment to emergency-impacted populations, and focus future surveys on known determinants of adoption. We found both regression and machine learning methods need informed, thoughtful, and trained analysts to ensure meaningful results and discuss the benefits/drawbacks of analysis methods herein.
Adsorption behavior and mechanism of modified Abies marocana Trab. needles for the efficient removal of methylene blue dye
Authors: Zirari Malak , Aouji Marouane , Hmouni Driss , El Mejdoub Nouredine
Published: August 2024

The study aimed to explore the effectiveness of Abies marocana needles as a cost-efficient adsorbent for water purification, focusing on the adsorption of methylene blue (MB) dye. Chemical treatment with sulfuric acid (H2SO4) was applied to the needles, followed by a thorough analysis of surface characteristics and functional groups using various techniques. Experimental parameters such as adsorbent quantity, pH, contact duration, initial dye concentration, and temperature were investigated to determine their influence on adsorption capacity, revealing that under optimal conditions, the biosorbent AMNS displayed significant MB dye removal efficiency of 96.527 ± 0.017%. The study found that the pseudo-second-order model better explained the adsorption of MB dye on AMNS compared with the pseudo-first-order model, while the Freundlich mathematical model effectively described the adsorption isotherms. Thermodynamic analyses indicated that the adsorption process is both exothermic and spontaneous, with various interactions such as electrostatic attractions, H-bonding, π–π interactions, and pore-filling contributing to the adsorption mechanism. Furthermore, the investigation highlighted the reusability of AMNS when desorbing with 1 M sulfuric acid, emphasizing the significant role of A. marocana needles in environmental protection, especially in treating industrial effluents.
Narratives of simplicity and danger
Authors: Jouay Mehdi
Published: August 2024

This essay examines how Tahir Shah’s stories and impression of the Oriental environment he surrounds himself with help to romanticize Morocco. It centers on his depiction of the shantytown, the infamous Dar Calipha, and the attraction of Moroccan superstition that permeated his travelogues, namely The Caliph’s House and In Arabian Nights. Shah compares Morocco’s dangerous environment with the comfort and security in the Western world. By highlighting and romanticizing Morocco’s lack of development, Shah pursues danger, mystery, and simplicity. These offer an antidote to the perceived stagnation and artificiality of Western modernity. This paper analyzes the ubiquitous Western tendency to disconnect from modernity to find authenticity. Shah’s works reflect a common Western fascination with Morocco because it offers a retreat or a haven from the complexities of modern life and an opportunity to confront danger and unpredictability which is often perceived, by many travel writers that will be mentioned in this paper (including Alice Morrison, Jeffrey Tayler, and Paul Bowles), as thrilling and exciting.
Plant-Based Eating Changed My Life and It’s Taking Hold in New York City—Learn from Our Models and Help Us Transform Healthcare Across America
Authors: Adams Eric
Published: August 2024

Whether you are a doctor, nurse, public health professional, food policy specialist, or, well, the mayor of the biggest city in America, we are all fighting to promote healthy living for individuals and communities.
Um olhar para a pesquisa em Educação Matemática Crítica na Colômbia
Authors: Milani Raquel , Marcone Renato
Published: August 2024

Neste texto, trazemos, na primeira parte, uma síntese de nossa leitura analítica e crítica dos textos publicados na edição da Revista Latinoamericana de Etnomatemática, cujo foco é a Educação Matemática Crítica (EMC) na Colômbia. Destacaremos pontos que, ao nosso olhar, são centrais em cada pesquisa, como conceitos utilizados, aspectos socioculturais envolvidos, buscando apontar relações com outros estudos da EMC e traçando paralelos com o que experienciamos no Brasil. Ao final, teceremos algumas reflexões sobre a EMC colombiana, traçando breves paralelos com a EMC brasileira, apontando similaridades dentre estas, apontando uma possibilidade de teorizações mais centradas na América do Sul, a serem construídas em conjunto, menos focadas em grandes teorias europeias, sem, no entanto, negá-las ou ignorá-las.
Posibilidad de Lecturas en Tiempos de Tránsito: Perspectiva crítica de la educación matemática en el contexto colombiano
Authors: Garcia Gloria
Published: August 2024

Las reflexiones que integran este artículo pueden entenderse como el intento de revisión y formulación de alternativas analíticas de la perspectiva crítica de la relación educación matemática y democracia que puede formarse, desde la matriz cultural perteneciente a esta región del continente latinoamericano: el contexto Colombiano. El reto asumido, consiste en ser congruente con la resignificación de modos sociales, culturales e históricos de producción de categorías analíticas que ha introducido la visión crítica cultural y política en el campo de la educación matemática. Se trata de ubicar el foco de la crítica en la problematización del control de las globalizaciones sobre el poder formativo de las matemáticas para leerlo como la intensificación de un tipo especial de capital, denominado capital cognitivo, al servicio de la producción de la homogenización. Su presentación inicia con unaubicación del escenario de las perspectivas críticas de la educación matemática en las propuestas europeas y norteamericana, educación matemática crítica y en el giro sociopolítico respectivamente. Enseguida, se describen las visiones críticas de la educación sobre problemáticas en latinoamericana.En tercer lugar, con herramientas procedentes de estudios foucoultianos en educación se analizan los mecanismos de homogenización de apropiación cultural de las matemáticas en el contexto colombiano. Por último, se intenta ratificar el espacio cultural desde el cual formular una posible perspectiva crítica de la educación matemática en relación con la democracia, Diversidad en el contexto colombiano. Con esta postura, se intenta porponer un espacio para construir el sentido de la perspectiva critica en relación con la crisis de educación matemática en nuestra matriz cultural e histórica
Entre líneas y enunciaciones: flâneur en la Educación Matemática Crítica en Colombia
Authors: Amaris-Ruidiaz Paola
Published: August 2024

Estudios cuestionan como la Educación Matemática ─área─ posiblemente de investigación, que normaliza, pero que también acoge y protege, puede también asumir la producción de una educación matemática. Entendida como movimientos menores, lo cual hace referencia a un acto de rebelión y resistencia. En sentido vale la pena reflexionar y visibilizar: ¿Qué posibles movimientos se están creando en la Educación Matemática Critica (EMC) en Colombia, en cuanto a sus procesos de efectuación, que ayudan a la manutención de una área de investigación? y ¿Qué posibles movimientos menores se pueden estar creando? Por ese motivo este artículo tiene como objetivo crear posibles diálogos entre un Dossier “(Con/Per/Sub/Di)-versiones Colombianas de la EMC: haciendo un pensar” publicado por la revista Latinoamericana de Etnomatemática (2020) y una observadora que en medio de la modernidad siente el placer efímero de la circunstancia, acompañada de diversos autores que hacen de la diferencia una posibilidad de invención como, por citar algunos: Gilles Deleuze, Felix Guattari, Benedictus Spinoza. Ese dialogo se hará por medio de un mapeo de líneas ─ elementos constitutivos de las cosas y de los acontecimientos─, para así, producir un lugar de enunciación entre el dossier y las líneas que los componen como: “sujeto y subjetividad” y “prácticas curriculares”. De esa forma, y a partir de esas discusiones, se buscará pensar en la posibilidad ética y política planteada en ese Dossier, cuando se crean prácticas investigativas que afirmen la vida
Las etnomatemáticas en la encrucijada de la descolonización y la recolonización de saberes
Authors: Radford Luis
Published: August 2024

El propósito de este artículo es discutir algunas concepciones de las etnomatemáticas y los caminos que la investigación etnomatemática contemporánea ha tomado. En la primera parte se contemplan dos concepciones: una que considera las etnomatemáticas como una producción de saberes dentro de la propia racionalidad indígena y otra que toma las matemáticas occidentales como referencia; las etnomatemáticas aparecen allí como una modalidad folclórica de esta matemática considerada universal. En la segunda parte se exploran dos vías contemporáneas de investigación en etnomatemáticas, una de naturaleza antropológica, que tiene como objetivo estudiar las matemáticas de grupos culturales, y otra de carácter pedagógico, que intenta tener en cuenta los saberes indígenas en el aprendizaje escolar. El artículo termina con una discusión sobre la dimensión política en la que se insertan las etnomatemáticas y que la sitúan en la encrucijada de la descolonización y la recolonización de saberes.
O (re)descobrimento do conhecimento matemático fora da escola a partir de uma trilha de matemática: um estudo fundamentado na etnomodelagem
Authors: Rodrigues Jéssica , Rosa Milton , Orey Daniel Clark
Published: August 2024

Este artigo teórico disserta sobre a contribuição do Programa Etnomatemática e a sua conexão com a Modelagem Matemática em sua perspectiva sociocultural por meio da Etnomodelagem no contexto das Trilhas de Matemática, que tem como objetivo principal trilhar caminhos diferenciados para o desenvolvimento dos processos de ensino e aprendizagem em Matemática. As Trilhas de Matemática podem ser consideradas como uma proposta para a ação pedagógica em que os professores utilizam práticas extraescolares para que os alunos possam perceber a aplicação do conhecimento matemático em tarefas realizadas fora das salas de aula, em pontos específicos nas ruas de suas cidades. Desse modo, existe a necessidade do desenvolvimento de módulos de atividades matemáticas extracurriculares, para que se possam criar situações-problema enfrentadas no cotidiano dos alunos e no âmbito escolar, que estão baseadas nos fenômenos presentes na vida diária de suas comunidades, que visam torná-los sujeitos ativos e críticos nos processos de ensino e aprendizagem em Matemática por meio de uma análise reflexiva dos ambientes sociocultural e natural. Então, este artigo busca analisar e discutir a perspectiva sociocultural da Etnomodelagem, que objetiva auxiliá-los na leitura de sua realidade, direcionando-os para uma melhor compreensão de seu entorno por meio da participação nas Trilhas de Matemática, possibilitando-lhes uma interação aprofundada com o próprio mundo.
Patrones de medición en prácticas culturales de la etnia Wayúu de la Guajira colombiana
Authors: Uribe Suarez David , Rojas Velazquez Osvaldo
Published: August 2024

El artículo tiene como objetivo describir los patrones de medida de longitud que utilizan el grupo cultural wayúu de la Guajira colombiana en algunas de sus prácticas culturales cotidianas. Este proceso es guiado por el modelo metodológico comparativo en etnomatemática. El estudio cualitativo de tipo etnográfico, apoyado en instrumentos tales como: grupo focal, entrevistas y cuestionarios con preguntas abiertas, propicia la obtención de los datos en la presente investigación. Los principales referentes teóricos del estudio son las actividades matemáticas universales planteadas por Bishop (1989) y las dimensiones del programa de etnomatemática esbozadas por D’Ambrosio (2000). Los resultados muestran que esta etnia wayuu utiliza patrones de medidas de longitud no occidentalizados en las prácticas culturales cotidianas observadas.
Aceleración de la crisis en la Educación Matemática del Chocó generada por el COVID-19
Authors: Ríos Cuesta Wilmer
Published: August 2024

La llegada del COVID-19 marcó el inicio de una serie de medidas que tuvieron repercusiones en muchos sistemas educativos a nivel mundial. Una de las acciones que tomó el gobierno de Colombia fue la suspensión de clases presenciales. Esto significó que, en el caso de la educación primaria y secundaria, los profesores tendrían que diseñar estrategias y materiales didácticos para atender a los estudiantes en casa mediante tecnologías digitales. En el caso particular del departamento del Chocó, las primeras fracturas del sistema educativo se hicieron más evidentes al tratar de trasladar el modelo de clase tradicional a entornos virtuales, lo cual puso de relieve la actual crisis que se vive en la Educación Matemática donde aún no se ha superado el modelo transmisionista y las propuestas curriculares de los territorios deben responder al currículo nacional y a las pruebas estandarizadas. En el presente artículo reflexionamos sobre la crisis de la educación en el Chocó y las acciones desarrolladas por los profesores para afrontar la emergencia sanitaria teniendo en cuenta que no se diseñó una estrategia a nivel departamental para atender a los estudiantes de las zonas de difícil acceso y tampoco se diseñaron espacios para apoyar la formación docente.
La Diversidad más allá de la Asimilación: Una Aproximación desde el Enfoque Sociopolítico en Educación Matemática.
Authors: Fuentes Camilo
Published: August 2024

Las investigaciones asociadas a la diversidad en educación matemática se han posicionado, especialmente, en propuestas socioculturales. Dicho concepto se ha constituido como un elemento a tener en cuenta en tareas como el diseño curricular, la gestión de clase y la evaluación. Con este artículo se busca indagar sobre la manera en que los planteamientos del enfoque sociopolítico pueden aportar en la resignificación de la diversidad a la luz de desarrollos teóricos propios de esta perspectiva. Para esto, en la primera parte del documento se exponen las principales interpretaciones de la diversidad asumidas en los discursos institucionales asociados a los referentes curriculares que orientan la enseñanza de las matemáticas en Colombia; en la segunda parte se da cuenta de un ejercicio colectivo de reflexión a partir de la lectura de investigaciones que han abordado la diversidad como un aspecto político; finalmente, se expresan algunos aportes al reinterpretar el concepto de diversidad a partir de los planteamientos del enfoque sociopolítico, como el cuestionamiento de la interrelación entre los conocimientos no hegemónicos y el conocimiento occidental, las relaciones entre el investigador y las comunidades investigadas, y el rol de la enseñanza de las matemáticas.
Practicas locales y tareas matemáticas contextualizas desde Andalucía, España.
Authors: Carrasco-Ruiz De Valdivia Maria Eulalia , Mallén Pascualvaca Pablo , Albanese Veronica
Published: August 2024

Una de las implicaciones del Programa Etnomatemática en el entorno educativo apunta a la inclusión de prácticas locales en el currículo escolar. Para ello es necesario primero tender puentes entre los conocimientos matemáticos locales y el conocimiento global determinado por las matemáticas presentes en las aulas. Después se plantea la elaboración de tareas con contextualización autentica y culturalmente significativa que permitan conectar lo local con lo global. Presentamos una investigación de índole etnográfica sobre signos culturales de Andalucía, al sur de España, en particular la costura de la falda del vestido tradicional de Andalucía y una figura del baile de las sevillanas. Analizamos los datos obtenidos, que involucran contenidos geométricos. Finalmente presentamos propuestas de tareas para el aula basadas en estos resultados.
Género, matemáticas culturales, y arte textil de los Mazahua y Hñähñu
Authors: Gilsdorf Thomas
Published: August 2024

Este trabajo se centra en el arte textil tradicional y sus conexiones con las matemáticas culturales y los conceptos de género, en las culturas Otopame de los Mazahua y Hñähñu (Otomí).  Usando las seis categorías de actividades matemáticas de Bishop, primero confirmamos que hay aspectos matemáticos del arte textil tradicional.  Luego, se analiza cómo se puede interpretar el arte textil tradicional en el contexto de la identidad de género femenino en las culturas Hñähñu y Mazahua.  Resulta que la expresión de la identidad femenina en estas dos culturas se conecta principalmente con la identidad cultural y las economías familiares.  En particular, los roles de género Hñähñu asociados con el arte textil tradicional no están asociados tan exclusivamente con las mujeres como es el caso de los mazahuas y unas culturas regionales como los aztecas y los mayas.  La última parte contiene observaciones de códices en los que podemos verificar que los Españoles locales asumieron un papel social distinto de las mujeres  que ocurrieron después de la conquista.  En esta asunción distinta del rol de género, las habilidades en el arte textil tradicional, y por lo tanto en las habilidades matemáticas, eran de menor valor que el caso anterior a la conquista.  El valor reducido de estas habilidades coincide con los roles europeos de género de la época de la conquista, en la que las habilidades de las mujeres en matemáticas eran explícitamente suprimidas.
Ethnomathematics and post-qualitative inquiry: Reconceptualization of a mathematics curriculum with Roma students.
Authors: Kyriakopoulos George
Published: August 2024

Reconceptualization of the mathematics curriculum with Roma students adapts an methodologically alternative research model where the researcher explores like a nomad the common spaces of mathematical knowledge. This exploration reveals a rhizome which portrays the possibilities offered to the educational process when mathematics curriculum is oriented to the culture and the historical moment of the students. On the occasion of the birth of a child, a series of mathematical activities which are adapted to their historical present and acquire meaning and substance through everyday life is developed. The developed rhizome gives the opportunity to understand the essence of their daily life and to examine through mathematics power relations and way of action in this specific population group.
Repositioning Ethnomathematics in European Context as a Matter of Social Justice
Authors: Stathopoulou Charoula
Published: August 2024

The aim of this theoretical article is to, on the one hand, highlight the need for rethinking about EM—considering it as a dynamic field of knowledge and action, and taking into consideration the context in which EM has emerged and developed in counterpoint with current global conditions. On the other hand, this article demonstrates the importance of an EM perspective within the European context; this requires a shift from the experience of colonialism, within which Europe had the central and formative role, toward the more recent phenomenon of coloniality, that is, with the structures, epistemologies, and power relations that maintain societal and cultural hierarchies, in particular, those institutional and social structures that constitute and inform education and mathematics education. Europe, identified as a totality with the exercise of power, has made the recognition of asymmetric power relations within its own geographic boundaries less explicit; this situation has also hampered the development of EM in the European context. The identification within Europe of the Symbolic South (Santos, 2015), and the associated forms of epistemicide of (mathematics) knowledge that comes from out-of-mainstream (marginalized) populations within Europe, for example Roma mathematical practices, activated together the efforts reflected in this article. Methods of ethnomathematics, informed by the analysis of the Symbolic South present in European communities and ongoing structures of coloniality that create epistemicide, can respond to issues of inequity and social justice. ME in the European context and in dialogue with non-structural theories can also broaden the typical EM perspective and methods.
Developing an alternative curriculum for mathematics teaching in a detention faculty adopting an ethnomathematics perspective
Authors: Fovos Ioannis
Published: August 2024

In Greece, as more or less all over the world, the curriculum is a matter of central authority and teachers can only apply it in their classrooms, without any connection to the whole curriculum development process.
Students’ population in prison schools, and especially young prisoners, often show school denial, poor performance, academic inadequacy, and failure, leading to low self-esteem (Mallett, 2014). Common barriers to participation are lack of motivation —often because of the absence of any means for meaning-making and identity formation in prison— and previous negative education experiences (Liebling, 2011) especially in secondary school when they frequently begin to truant.
Working, as teacher, for long time in the secondary school of a youth detention center in Greece, I faced the challenge to reconsider the formal curriculum. Following an ethnomathematics perspective, an alternative curriculum is developing aiming to meet young prisoners’ needs and expectations as a matter of social justice, taking into consideration the need of techniques and strategies that can help to untangle and respond to above structures as part of ongoing research, policy, and practice.
The young detainees following the official curriculum applied in the mainstream classes are faced with various problems, such as lack of appropriate schoolbooks, the need to motivate and successfully address educational, psychological and environmental difficulties, and the need for developing a framework for alternative teaching practices and materials based on a multicultural education with the teaching and learning of mathematics, as is the case in the field of ethnomathematics is dictated.
Relatos infantiles y juveniles sobre género y matemáticas en un colegio público de Bogotá
Authors: BUSTOS Alejandro
Published: August 2024

La relación entre género y matemáticas ofrece un campo de atención sobre las relaciones de poder que se establecen al interior del aula. Los discursos con enfoque de género han llamado la atención en los niveles sociales, culturales y educativos para erradicar la discriminación hacia las mujeres y personas con orientaciones sexuales diversas. La tradición hegemónica de las matemáticas escolares ha normalizado los roles de género asociando a los hombres una racionalidad innata y a las mujeres un discurso de esfuerzo y dedicación para alcanzar cierto nivel. Si bien se han venido estudiando las relaciones entre estas categorías desde la voz de las y los docentes, se evidencia en la literatura investigativa una carencia por escuchar las voces de niñas, niños y jóvenes. Este artículo presenta algunos resultados de una investigación dirigida a examinar las percepciones de un grupo de estudiantes de un colegio público de Bogotá D.C. acerca del género y las matemáticas. La metodología usada fue fenomenológico-hermenéutica. En dicha investigación se detectaron categorías de análisis en las que se observó la (re)producción de estereotipos de género ligados a hombre/racional y mujer/esfuerzo y dedicación. Además, se detectaron algunos relatos que dan cuenta de una crítica a ese determinismo cultural y que ponen en discusión el papel del hombre por encima de la mujer en actividades intelectuales como las que exigen las matemáticas escolares. El artículo presenta reflexiones finales sobre el papel del lenguaje usado al interior del aula de matemáticas que contribuyan a erradicar la discriminación por género.
Mathematical Aspects and Beliefs about Divination by Sikidy in Madagascar
Authors: Anona Manelo
Published: August 2024

In Madagascar, beliefs and mentalities are reflected in divination by sikidy. Into the diagonal lines of the mother sikidy are also widely used. Into are considered to be true expressions, and sources of the making of talismans, by combining with plants. Reading the into used on talismans considered sacred avoids overly fanciful interpretations of divination by sikidy.
Vascular origin hemiballismus: A clinic case and literature review
Authors: Betancourt Ayala Andrés Mauricio , Cortés Arévalo Jorge Andrés , Burgos Rojas Angélica del Rosario , Espejo Redondo Andrés Mauricio
Published: August 2024

Introduction: Post-stroke movement disorders (PSMD) represent an important proportion of secondary movement disorders. Although extrapyramidal structures are frequently affected by stroke, the incidence of post-stroke movement disorders is relatively low.
Purpose: We report the case of a patient who developed hemiballismus of ischemic vascular origin, caused by a lacunar infarct in the right lenticular and capsular region.
Case presentation: We present the case of an 82-year-old male who came to the emergency department with sudden-onset hyperkinetic movements on the left side of his body. Clinical history and diagnostic tests indicated a vascular origin.
Conclusions: The sudden onset of movement disorders should alert healthcare personnel to the possibility of an ongoing cerebrovascular event.
Pancreatic β-Cell TRAPδ Deficiency Reduces Insulin Production but Improves Insulin Sensitivity
Authors: Guo Jiyun , Yang Yanshu , Xu Ning , Li Xin , Yang Ying , Feng Wenli , Ye Yuanyuan , Xu Xiaoxi , Cui Jingqiu , Liu Ming , Huang Yumeng
Published: August 2024

The translocon-associated protein-δ (TRAPδ) plays a role in insulin biosynthesis within pancreatic β-cells. However, its pathophysiological significance in maintaining islet β-cell function and glucose homeostasis remains unclear. In this study, we generated a mouse model featuring pancreatic β-cell–specific deletion of TRAPδ (TRAPδ βKO). Our findings revealed that TRAPδ βKO resulted in decreased circulating insulin levels in mice fed either a normal chow diet or a high-fat diet. Multiple independent experiments established that although TRAPδ deletion reduced insulin content in the islets, it had no discernible effect on insulin gene expression, the insulin to proinsulin ratio, or the expression and glycosylation of the prohormone enzymes involved in proinsulin processing. These data suggest that TRAPδ does not play a pivotal role in the transcription of the insulin gene or proinsulin processing. However, untranslocated preproinsulin levels were significantly increased when islets were treated with a proteasomal inhibitor, suggesting that TRAPδ deficiency may hinder preproinsulin translocation, resulting in a rapid degradation of untranslocated preproinsulin that accounts for the decreased insulin production. Remarkably, despite the moderate decrease in circulating insulin levels in TRAPδ βKO mice, their glucose levels remained unaffected, indicating the presence of compensatory mechanisms that help maintain glucose homeostasis. Insulin tolerance tests further revealed improved insulin sensitivity, accompanied by upregulation of phosphorylated AKT in the peripheral tissues of TRAPδ βKO mice. Collectively, these data highlight the important role of TRAPδ in insulin biosynthesis and β-cell function. The moderate reduction in circulating insulin appears to promote insulin sensitivity in insulin target tissues.

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