bluuebunny/crossref_metadata_2025 huggingface dataset:
Citicoline in the Treatment of Mild Cognitive Impairment in Blood Relatives of Patients with Alzheimer’s Disease: Immediate and Long-Term Effects of Course Therapy
Authors: Seleznеva N. D. , Roshchina I. F. , Ponomareva E. V. , Gavrilova S. Iv.
Published: December 2021

The aim was to study immediate and long-term (post-therapeutic) effects of a three-month course of therapy with citicoline in 1st-degree relatives of patients with Alzheimer’s disease (AD). All the included relatives of patients with AD revealed signs of minimal cognitive dysfunction (MCD) and mild cognitive decline syndrome (MCI — Mild Cognitive Impairment, ICD-10 code F06.7). Study participants: the study involved 90 first-degree relatives: 24 with MCI and 66 with MCD. Study design: an open-label comparative multidisciplinary study of the six-month dynamics of cognitive functioning of two groups of relatives who received a three-month course of citicoline therapy. The baseline indicators of the cognitive functioning of relatives with MCI syndrome and MKD were compared with the indicators at the end of the three-month course of therapy with citicoline at a daily dose of 1000 mg as well as 3 months after the end of the course of treatment. Methods: clinical, psychopathological, neuropsychological, psychometric, genetic, statistical ones. Results: а significant positive effect of the course therapy with citicoline on the cognitive impairment of 1st degree AD-patients’ relatives with minimal cognitive dysfunction and more pronounced cognitive impairments met the diagnostic criteria for MCI syndrome has been found. A significantly greater value of both immediate and long-term therapeutic effect of MKD compared with MCI in relatives was established by psychometric and neuropsychological indicators characterizing voluntary memorization of verbal and visual stimuli, optical and spatial activity, voluntary attention, and associative verbal thinking. Conclusion: the results of the study can be used as the basis for a model of prevention of the progression of cognitive deficit and the development of dementia in persons with a high risk of developing AD, i.e. in individuals with both genetic risk and signs of cognitive impairment.
Depression with Mixed Features (for DSM-5): Distinguishing Indicators Imaginary Coherence EEG Rest
Authors: Lapin I. A. , Rogacheva T. A. , Mitrofanov A. A. , Mosolov S. N.
Published: December 2021

Background: The neuronal correlates of depression with mixed traits (according to DSM-5) at rest have not been studied. Objective: to determine the indicators of imaginary coherence of EEG-rest, which distinguish patients with depression with mixed features (according to DSM-5) from patients with depression without mixed features and healthy subjects, and also to trace the dependence of the identified neurophysiological characteristics on the diagnostic belonging of the symptom complex to bipolar II type or recurrent depressive disorder. Patients and methods: on a background free from drug therapy, 80 patients with depression with mixed features (XD; n = 40 — with bipolar II disorder (XB) and n = 40 — with recurrent depressive disorder (XR)), 80 patients with depression without mixed traits (TD; n = 40 — for bipolar II type (TB) and n = 40 — for recurrent depressive disorder (TR), as well as 80 healthy subjects (N). The study groups were matched by sex and age. The study used clinical-psychopathological, psychometric, neurophysiological and statistical research methods. According to the Kruskal–Wallis criterion for independent samples the parameters of imaginary coherence (modulo) of standard frequency ranges (delta (δ) — 0.5–4 Hz, theta (θ) — 4–8 Hz, alpha (α) — 8–13 Hz, beta-1 (β1) — 13–20 Hz, beta-2 (β2) — 20–30 Hz, gamma (γ) — 30–45 Hz) between pairs of 14 cutaneous standard EEG derivations (according to the “10–20” system) in three (XD, TD and N), and then in five (XB, XR, TB, TR and N) comparison groups. Post-hoc analysis was performed using the U-test. The significance level was adjusted according to the Bonferroni correction. Results: three indicators were identified: α-ICoh(C3–P4), β1-ICoh(C3–P3) and β2-ICoh(F3–C4). For all three parameters, the H-test values for the “Group” factor (n = 3 and n = 5) were highly significant. In this case, α-ICoh(C3– P4) — XD = TD, XD < N, TD < N; β1-ICoh(C3–P3) — XD < TD, XD < N; TD < N; β2-ICoh(F3–C4) — XD > TD; XD > N, TD > N. The groups of patients with XD within the framework of recurrent depressive and bipolar II disorders significantly differed in terms of β1- ICoh(C3–P3) — XR > XB. At the level of statistical trends, in type II bipolar disorder — XB > TB according to α-ICoh(C3–P4), and in recurrent depressive disorder — XR > TR according to β2-ICoh(F3–C4). Conclusion. Thus, depression with mixed features can be considered in terms of dysfunctional interactions of the left frontal, bilateral central and parietal cortical zones, depending on the diagnostic affiliation of the depressive symptom complex and reflecting violations of automatic and voluntary regulation of affect, cognitive and behavioral changes.
The Role of the Complement System in the Pathogenesis of SARS-CoV-2 Viral Infection in Mental Illness
Authors: Cheremnykh E. G. , Ivanov P. A. , Factor M. I. , Pozdnyacova A. N. , Shilov Y. E. , Brusov O. S.
Published: December 2021

Introduction: the complement system can be a critical factor in the outcome of SARS-CoV-2 viral infection. Many mental illnesses are characterized by systemic sterile inflammation, in which the complement system is an obligatory participant. Purpose: to present an analysis of scientific data on the role of the complement system in the pathogenesis of viral diseases and the characteristics of the course of COVID-19 in mental patients. Material and methods: the keywords “complement system” “SARS-CoV-2”, “inhibition of the complement system”, “COVID-19” “mental illness” were used to search scientific articles in the databases MEDLINE, PubMed and other bibliographic sources. Conclusion: patients with mental illness are at risk due to physiological and mental characteristics, and infection with SARS-CoV-2 can provoke a relapse of the underlying disease. Therapeutic inhibition of complement system will help reduce this risk and reduce the likelihood of severe complications from systemic inflammation caused by this infection.
Position Statement on Religion and Spirituality in Psychiatry: Seven Recommendations
Authors: Verhagen P. J.
Published: December 2021

Background: in December 2015 the Executive Committee of the World Psychiatric Association approved a Position Statement on religion, spirituality in psychiatry. Since then, the World Psychiatric Association Section of Religion, Spirituality and Psychiatry has committed to publicizing the Position Statement worldwide. Aim: to bring this statement, especially the seven recommendations, to the attention of the international psychiatric community, in particular the Russian psychiatric community. Method: a narrative review and the seven recommendations in the Position Statement are explained, thus demonstrating its importance. Conclusion: religion and spirituality in psychiatry are part of daily psychiatric practice, scientific research, residency training and continuous medical education, and the political and public realm. With the publication of the Position Statement, the Executive Committee of the World Psychiatric Association has made a major accomplishment that benefits psychiatry around the world.
Inhibition Evaluation of 5-(4-(1H-pyrrol-1-yl)phenyl)-2-mercapto-1,3,4-oxadiazole for the Corrosion of Mild Steel in an Acidic Environment: Thermodynamic and DFT Aspects
Authors: Mustafa A. M. , Sayyid F. F. , Betti N. , Hanoon M. M. , Al-Amiery Ahmed , Kadhum A. A. H. , Takriff M. S.
Published: December 2021

In this investigation, an oxadiazole namely 5-(4-(1H-pyrrol-1-yl)phenyl)-2-mercapto-1,3,4-oxadiazole (PMO), was synthesized and explored as an inhibitor against the corrosion  of mild steel in 1.0 M hydrochloric acid environment at various solution temperature 303-333 K. gravimetric, and microscopic techniques, namely, weight loss (WL), and scanning electron microscopy (SEM), have been used to evaluate the inhibitive performance of the tested PMO. The results of the WL method displayed that the inhibition efficiency (%IE) was found to increase with the inhibitor concentration, while it reduced with increasing temperature. Furthermore, the WL results reveal that PMO inhibits corrosion display an IE of 95% at the highest concentration of 0.005 M. The SEM images of the mild steel surface coupon after adding PMO revealed a wide coverage of PMO molecules on the mild steel surface. Hence, the high inhibiting efficiency acquired by the tested inhibitor was explained by the strong adsorption of PMO molecules on the surface of mild steel. A protective layer has been constructed and it separating the mild steel surface from the hydrochloric acid solution, and such adsorption was found to obey Langmuir adsorption isotherm. Moreover, the thermodynamic parameters suggested that the adsorption nature of PMO molecules on the coupon surface was chemo-physisorption. Quantum chemical calculations were conducted by density functional theory (DFT) which help correlate the methodological findings with the theoretical investigations. The mechanisms of PMO molecules as corrosion inhibitor for mild steel surface in the corrosive environment was also discussed.
Effect of Boron Carbide on wear resistance of graphite containing Al7029 Based Hybrid Composites and its Dry Sliding Wear Characterization Through Experimental, Response Surface Method and ANOVA
Authors: K S Madhu , C V Venkatesh , B N Sharath , S Karthik
Published: December 2021

Composites are often chosen for tribological applications due to its tailored material properties. The development of hybrid metal matrix composites and the study of their wear behavior has been a prominent focus of materials science research. Present paper deals with fabrication of Al-7029/B4C/Gr hybrid composite using stir casting. Particle distribution and material phase are identified by SEM and XRD. Hardness of the composite increased to 101 BHN while base alloy with 63 BHN. Pin-on-disc Tribometer used to carry wear test and the experimentation conducted by considering three input wear control parameters: 15–35 N (load), 1.5–3.5 m/s (speed) and 200–600 m (distance). Addition of 6%B4C/3%Gr, wear rate of hybrid composites reduced. ANOVA confirmed that load as the most influencing parameter on wear rate. RSM results correlates with mean effect plots of ANOVA and experiments and found that the results are in good compliance. SEM graphs of worn surface confirms that more wear occurred with increased load.
Development of damage detection parameters over the lifetime of a rolling element bearing
Authors: Savolainen Matti , Lehtovaara Arto
Published: December 2021

This paper presents the trends of damage detection parameters over the lifetime of a rolling element bearing. In the experimental part, a series of bearing tests was performed using the twin-disc test device, until the monitored bearing was severely worn. This was followed by the analysis of measured acceleration and acoustic emission data in a constant-load condition, but also as loaded with impact-type loading. The results showed that traditionally used parameters, such as kurtosis and RMS, can indicate whether the bearing is damaged or not in a non-impact load condition. However, especially under impact-loading, the parameters based on acoustic emission data showed good performance and enabled monitoring of progress of the bearing damage.
Study on Solid Particle Erosion of Pump Materials by Fly Ash Slurry using Taguchi’s Orthogonal Array
Authors: Singh Jashanpreet , Kumar Satish , Mohapatra S.K.
Published: December 2021

Various grades of stainless steel are used to fabricate the pump impeller, casings, and seals used in heavy-duty erosion and corrosion conditions. In the present study, stainless steel (SS316L, SS304, SDSS2507) and grey cast iron used in the fabrication of heavy-duty pump impellers were taken for the analysis of solid particle erosion. Experiments were conducted on the lab-scale slurry pot tester. Fly ash slurry was prepared of different concentrations (wt%). Taguchi’s orthogonal array is used to design the experiments of erosion wear for the variation of rotational speed, solid concentration, time, and particle size. Results showed that SS316L showed superior microhardness and wear behavior against the fly ash slurry followed by SS304, SDSS2507 and Grey cast iron.
A NOVEL SEISMIC VULNERABILITY ASSESSMENT OF MASONRY FAÇADES: FRAMING AND VALIDATION ON CALDAROLA CASE STUDY AFTER 2016 CENTRAL ITALY EARTHQUAKE
Authors:   Letizia Bernabei, Generoso Vaiano, Federica Rosso, Giovanni Mochi
Published: December 2021

An important portion of the historical built environment, which is characterized by un-reinforced masonry, is particularly vulnerable to collapse in case of earthquakes, as demonstrated by recent events. Strategies to target the facades of the most vulnerable buildings need to be tailored for retrofitting and emergency planning. In this research, a novel expeditious vulnerability assessment method, particularly suitable for historical masonry aggregates, is proposed. The method allows assessing the vulnerability index based on information available from external surveys on the building, thus facilitating and speeding up the investigation. If other more precise information (e.g., curbs and tie rods effectiveness) is available, the vulnerability estimation can be improved. The method focuses on out-of-plane mechanisms of the facade, which cause debris to fall on adjacent streets, impeding emergency response. The expeditious method is tailored starting from analytical methods applied on a large sample of historical buildings hit by earthquakes, and validated by means of comparison with kinematic analysis and observed damage state on a relevant case study, Caldarola (Macerata, Central Italy, which was struck by the earthquake in 2016). Results show a good agreement between the proposed method, the kinematic analysis, and the observed damage state of the considered case study, with 75% and 87.5% correspondence, and the method is especially precise for evaluating highly damaged facades.
Social Buffering as a Tool for Improving Rodent Welfare
Authors: Denommé Melanie R , Mason Georgia J
Published: December 2021

The presence of a conspecific can be calming to some species of animal during stress, a phenomenon known as social buffering. For rodents, social buffering can reduce the perception of and reaction to aversive experiences. With a companion, animals may be less frightened in conditioned
fear paradigms, experience faster wound healing, show reduced corticosterone responses to novelty, and become more resilient to everyday stressors like cage-cleaning. Social buffering works in diverse ways across species and life stages. For example, social buffering may rely on specific bonds
and interactions between individuals, whereas in other cases, the mere presence of conspecific cues may reduce isolation stress. Social buffering has diverse practical applications for enhancing rodent wellbeing (some of which can be immediately applied, while others need further development
via welfare-oriented research). Appropriate social housing will generally increase rodents' abilities to cope with challenges, with affiliative cage mates being the most effective buffers. Thus, when rodents are scheduled to experience distressing research procedures, ensuring that their home
lives supply high degrees of affiliative, low stress social contact can be an effective refinement. Furthermore, social buffering research illustrates the stress of acute isolation: stressors experienced outside the cage may thus be less impactful if a companion is present. If a companion
cannot be provided for subjects exposed to out-of-cage stressors, odors from unstressed animals can help ameliorate stress, as can proxies such as pieces of synthetic fur. Finally, in cases involving conditioned fear (the learned expectation of harm), newly providing social contact during
exposure to negative conditioned stimuli (CS) can modify the CS such that for research rodents repeatedly exposed to aversive stimuli, adding conspecific contact can reduce their conditioned fear. Ultimately, these benefits of social buffering should inspire the use of creative techniques
to reduce the impact of stressful procedures on laboratory rodents, so enhancing their welfare.
Uses of the Sphere as a Motherfied Object in Bioenergetic Analysis
Authors: Cegatti Julia , Polosecki Leticia
Published: December 2021

In this article we are going to present a «Biospheres” practice. It evolved as a result of integrating our formative experiences in Bioenergetics Analysis with the «Dynamic Sphere Postural Reorganization” (Esferodinamia Reorganización Postural, which will be referred to as «RP” technique). We describe the sphere (large rubber ball) qualities and how it can be helpful for body psychotherapy interventions. Finally, we look into two cases using this clinical tool. The sphere becomes an element that facilitates clinical and educational work in the contemporary Bioenergetic field.
Conocimiento del profesor sobre pensamiento estadístico

Authors: Leiria Ana Cristina , González María Teresa , Pinto Jesús Enrique
Published: December 2021

En este artículo se muestran los diferentes elementos del pensamiento estadístico a través de la práctica de dos profesoras. Dado que se parte de la práctica docente, el marco metodológico es el modelo del cuarteto del conocimiento. Este modelo permite determinar el conocimiento movilizado en una clase a través de las situaciones o tareas que plantea el profesor a sus alumnos. Se describen brevemente los elementos del pensamiento estadístico y su asociación con cada una de las dimensiones del cuarteto a través de diversos episodios de aula al trabajar el tópico de los gráficos estadísticos. Esta recopilación puede constituir una muestra del conocimiento que debe tener un profesor y que puede guiar el diseño de la formación de profesores. Teacher knowledge on statistical thinking In this article we show the elements of the statistical thinking through two teachers’ practice. As we start from the professional practice the methodological framework is the knowledge quartet model. This model is used to determine the knowledge mobilized in a classroom by different situations and tasks posed by the teacher. We briefly describe the elements of statistical knowledge and their relation with each quartet knowledge dimension through various classroom events when graphical representations are taught. This review can be a sample of required teacher’s knowledge and can be a guide to the design of the teacher instruction.Handle: http://hdl.handle.net/10481/37189WOS-ESCI
El currículo del número en educación infantil. Un análisis desde una perspectiva internacional

Authors: Alsina Ángel
Published: December 2021

En este artículo se realiza un análisis de las orientaciones internacionales sobre la enseñanza del número en general y la adquisición del sentido numérico en particular, durante la etapa de educación infantil. Estas orientaciones sirven de base para analizar el currículo nacional y ofrecer algunos andamios para avanzar hacia el desarrollo del pensamiento numérico en las primeras edades. Se concluye que es necesario centrar las prácticas docentes en la comprensión del número, en las distintas representaciones de este (evitando la insistencia en la enseñanza de la notación convencional) y en el significado de las operaciones elementales. The number curriculum in early childhood education. An analysis from an international perspective This article carries out an analysis of international guidelines on teaching numbers in general and the acquisition of number sense particularly, during Early Childhood Education. These guidelines provide a basis for analysing the national curriculum and for offering some scaffolding to contribute towards the development of numerical thinking in early ages. The study concludes that teaching practice needs to be centred on understanding numbers, on different representations of them (avoiding the insistence on teaching conventional notation) and on the meaning of basic operations.Handle: http://hdl.handle.net/10481/40448WOS-ESCINº de citas en WOS (2017): 1 (Citas de 2º orden, 0)
Interpretación de diagramas de comparación multiplicativa por estudiantes de secundaria

Authors: González Fany , Castro-Rodríguez Elena , Castro Enrique
Published: December 2021

Este trabajo se centra en procesos de traducción de problemas gráficos de comparación multiplicativa a representación verbal y simbólica. Pedimos a 89 estudiantes del primer curso de educación secundaria que inventaran un problema que se ajustara a un diagrama y que escribieran una ecuación que integrara las relaciones del diagrama. Los dos procesos de traducción se han mostrado difíciles para los estudiantes, provocando diversidad de respuestas. El análisis conjunto de las respuestas reveló que la competencia de los estudiantes en el proceso de invención no es independiente de la traducción algebraica. Interpretation of multiplicative comparison diagrams by secondary school students This work focuses on translation processes of graphic multiplicative comparison problems to verbal and symbolic representation. We asked 89 students of the first year of secondary school to invent a problem that fits a diagram and to write an equation that integrates the relations of the diagram. The two translation processes have proved difficult for students, resulting diversity of responses. The analysis of the responses revealed that the competence of the students in the process of posing is not independent of the algebraic translation.Handle: http://hdl.handle.net/10481/41629WOS-ESCI
Research in mathematics education and language

Authors: Planas Núria
Published: December 2021

A synthesis of reasons for the production of this monograph is presented with a focus on contemporary research in the context of the Ninth Congress of the European Society for Research in Mathematics Education. Within the domain of mathematics and language, three lines of concern are addressed: (1) classroom discourse, (2) language diversity, and (3) conceptualization through language. Each line of concern is respectively illustrated by pioneering results from Ruthven and Hofmann, Barwell, and Edmonds-Wathen. An argument is made about the wide scope, depth and richness of this domain as well as the challenges involved in its development. Investigación en Educación Matemática y lenguaje Se presenta una síntesis de razones para la elaboración de este monográfico con atención a la investigación contemporánea en el contexto del Noveno Congreso de la Sociedad Europea de Investigación en Educación Matemática. Dentro del dominio de matemáticas y lengua, se discuten tres líneas de interés: (1) discurso del aula, (2) diversidad lingüística y (3) conceptualización mediante la lengua. Cada línea de interés se ilustra, respectivamente, por medio de resultados pioneros de Ruthven y Hofmann, de Barwell y de Edmonds-Wathen. Se argumentan el amplio espectro, la profundidad y riqueza de este dominio, así como los retos involucrados en su desarrollo.Handle: http://hdl.handle.net/10481/42469WOS-ESCI
Motivación, autoconfianza y ansiedad como descriptores de la actitud hacia las matemáticas de los futuros profesores de educación básica de Chile

Authors: Casis Marcelo , Rico Nuria , Castro Encarnación
Published: December 2021

En este trabajo estudiamos las respuestas de 285 futuros profesores de Educación General Básica en Chile sobre los constructos autoconfianza, motivación y ansiedad, considerados descriptores de la dimensión personal de las actitudes de los estudiantes hacia las matemáticas. El cuestionario utilizado toma en consideración la componente psico-social de las actitudes y su carácter multidimensional, contemplando las dimensiones: personal, social, profesional e institucional de las mismas. Se aprecia que la motivación es el constructo que puntúa con mayor orientación positiva mientras que la autoconfianza y la falta de ansiedad puntúan con orientación positiva más cercana al nivel neutro. Motivation, Self-Confidence and Anxiety as Descriptors of the Attitude Towards Mathematics of the Future Teachers of Basic Education in Chile In this paper, we study the answers that 285 prospective elementary teachers provide in Chile about the constructs self-confidence, motivation and anxiety, which are considered personal-dimension descriptors of students’ attitudes towards mathematics. We used a questionnaire that considers the psycho-social component of the attitudes and its multidimensional nature, considering the personal, social, professional, and institutional dimensions. We note that motivation has a higher positive score, while the scores of self-confidence and lack of anxiety are positive and closer to zero. Handle: http://hdl.handle.net/10481/45499WOS-ESCI
Generación y continuación de patrones por dos alumnas de 6-7 años en tareas de seriaciones

Authors: Morales Rodolfo , Cañadas María C. , Castro Encarnación
Published: December 2021

Presentamos un estudio de casos a través de entrevistas semiestructuradas para describir la generación de patrones y la continuación de seriaciones cualitativas que realizan dos alumnas de 6-7 años. Describimos el trabajo realizado por las alumnas en diez tareas de patrones lógicos construidas de acuerdo a tres criterios: (a) atributos, (b) número de elementos en el núcleo y (c) variación de atributos entre elementos. Los resultados evidencian que las alumnas generan diferentes tipos de patrones y continúan diferentes tipos de seriaciones (reiterativas y no reiterativas), con distinto número de elementos en el núcleo.Creation and Continuation of Patterns by Two 6-7 Year-Old Students in Sequences TasksWe present a case study using semi-structured interviews to describe pattern creation and continuation of qualitative series realized by two 6-7 years old students. We describe these students’ responses to ten tasks which involve logical patterns design following three criteria: (a) attributes, (b) number of elements in the kernel, and (c) variation of attributes between elements. Results evidence that the students create different kinds of patterns and continue different kinds of series (reiterative and no reiterative), with different number of elements in the kernel.Handle: http://hdl.handle.net/10481/47545WOS-ESCIScopus record and citations
Dominios de contenido y autenticidad: un análisis de los problemas aritméticos verbales incluidos en los libros de texto españoles

Authors: Vicente Santiago , Manchado Eva
Published: December 2021

Mediante un análisis cuantitativo-descriptivo de los libros de matemáticas de dos editoriales españolas se analiza la variedad de temas matemáticos que se tratan en los problemas aritméticos verbales, y si los problemas de todos los temas y cursos escolares están igualmente contextualizados en situaciones auténticas y familiares para los alumnos. Los resultados muestran que hay más problemas de números y menos de formas y mediciones geométricas que las recomendadas por TIMSS. Además, los problemas propios de los cursos superiores (fracciones, geometría, organización de la información y probabilidad) fueron los menos contextualizados en situaciones auténticas.Content Domain and Autenticity: An Analysis of the Word Problems Included into Spanish Mathematics TextbooksFollowing a quantitative and descriptive approach, we analyze the variety of mathematical topics treated by word problems in mathematics textbooks from two Spanish series. Also, we examine whether the problems are contextualized in real and familiar situations to the students. Results showed that there were more problems about numbers and less about geometrical compared to the suggestions of TIMSS. Add to this, the problems about topics in the higher grades—fractions, geometry, data display—were the worst contextualized.Handle: http://hdl.handle.net/10481/47547WOS-ESCIScopus record and citations
Un modelo para la toma de decisiones del profesor de matemáticas
Authors: Pinzón Andrés , Gómez Pedro
Published: December 2021

La toma de decisiones del profesor es un elemento central de la enseñanza. En este artículo, revisamos las nociones más relevantes que encontramos en la literatura sobre la toma de decisiones del profesor en la implementación del currículo en el aula. Proponemos un modelo que se enfoca en el proceso cognitivo que realiza el profesor cuando se enfrenta a una situación que interpreta como problemática en relación con el aprendizaje de los estudiantes. El modelo que proponemos puede servir para fundamentar un esquema metodológico para identificar, describir y caracterizar las decisiones espontáneas del profesor en el aula.Scopus record and citations
Complex Argumentation in Elementary School
Authors: Cervantes-Barraza Jonathan , Cabañas-Sánchez Guadalupe , Reid David
Published: December 2021

This paper describes a study of mathematical argumentation in primary school. The principal aim is to explore the nature of complex argumentation at a structural level. The context of the study was a teaching experiment involving nine tasks that promoted argumentation among fifth graders. We use the framework and method of reconstructing complex argumentation in the classroom proposed by Knipping (2008). The findings show that complex argumentation at a structural level in the context of refuting conclusions is characterized by a source-like structure with the addition of a new refutation argument element.Handle: http://hdl.handle.net/10481/57623Scopus record and citations
Conocimiento especializado de futuros profesores de matemáticas de secundaria. Un estudio en torno a definiciones de cuadriláteros
Authors: Carreño Peña Emma Lizelly , Climent Rodríguez Nuria de los Ángeles
Published: December 2021

En este trabajo abordamos el conocimiento especializado de futuros profesores de matemáticas de secundaria en torno a la conceptualización de los cuadriláteros, empleando el modelo Mathematics Teacher’s Specialised Knowledge-MTSK. Nos enfocamos en comprender cómo es su conocimiento cuando definen los cuadriláteros en un cuestionario de respuesta abierta, planifican una sesión de clase y la ejecutan. Presentamos resultados de un estudio instrumental de casos, perteneciente a una investigación interpretativa más amplia, con futuros profesores de una universidad privada de Perú. Estos proponen definiciones descriptivas y particionales, sin cuestionar la necesidad y suficiencia de las propiedades que incluyen.
Conocimiento especializado de profesores de matemática en formación inicial sobre aspectos lógicos y sintácticos de la demostración
Authors: Alfaro Carvajal Christian Roberto , Flores Martínez Pablo , Valverde Soto Gabriela
Published: December 2021

El artículo presenta los resultados de un estudio cualitativo dirigido a caracterizar el conocimiento de futuros profesores de matemáticas en la Universidad Nacional de Costa Rica sobre los aspectos lógicos y sintácticos de la demostración. Se proponen indicadores para caracterizar el conocimiento relacionado con la práctica matemática de la demostración, destacando aspectos lógicos y sintácticos. Se apreció que la mayoría de los sujetos mostraron conocimiento de los aspectos lógicos de la demostración y que los indicadores de análisis propuestos permitieron clasificar la mayor parte de sus respuestas.The specialized knowledge of the prospective teachers of mathematics on the logical and syntactic aspects of the mathematical proofThe article presents the results of a qualitative study that aims to characterize the knowledge of future mathematics professors at the National University of Costa Rica (UNA) on the logical and syntactic aspects of the mathematical proof. Knowledge indicators are proposed to characterize that related to the mathematical proof practice, focusing on the logical and syntactic aspects. It was appreciated that most of the subjects showed knowledge of the logical aspects of the proof and that the proposed analysis indicators allowed to classify most of their responses.doi: 10.30827/pna.v14i2.9363
Un modelo de programas efectivos para el desarrollo profesional docente de profesores de Matemáticas
Authors: Ramos Rodríguez Elisabeth , Vásquez Ortiz Claudia
Published: December 2021

Una de las problemáticas existentes en la formación del profesorado es contar con mecanismos que permitan trabajar con docentes que buscan evolucionar para mejorar su práctica y conocimiento profesional. Fruto de la investigación y de la experiencia se presenta un modelo para programas de Desarrollo Profesional Docente para profesores de matemática construido a la luz de la caracterización de programas efectivos. Se operativiza el modelo en un programa de formación observando las características de efectividad del mismo, mostrando los elementos principales que lo constituyen y observando coherencia y complementariedad entre el modelo y su puesta en juego.
Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility
Authors: Rediske de Almeida Marieli Vanessa , Ribeiro Miguel , Fiorentini Dario
Published: December 2021

The knowledge of Mathematics teachers has been a very prominent focus of attention in the last decades. However, it leaves aside one of the dimensions involved in the development of this type of knowledge, specifically the knowledge of Mathematics teacher educators. In this paper, we discuss a mathematics teacher educator’s knowledge in the context of classes on Euclid’s division algorithm theorem in a Number Theory course for prospective secondary teachers. Some indicators of this specialized knowledge of mathematics teacher educators are presented and discussed.
Ontological beliefs and their impact on teaching elementary geometry

Authors: Girnat Boris
Published: December 2021

This paper proposes a conceptual framework to classify ontological beliefs on elementary geometry. As a first application, this framework is used to interpret nine interviews taken from secondary school teachers. The interpretation leads to the following results: (a) the ontological beliefs vary in a broad range, denying the assumption that a similar education provokes analogue opinions; and (b) ontological beliefs have a remarkable influence on the standards of proofs and on the epistemological status of theorems, and also on the role of drawing, constructions and their descriptions, media, and model building processes. Creencias ontológicas y su impacto en la enseñanza de la Geometría elemental Este artículo propone un marco conceptual para clasificar las creencias ontológicas sobre la geometría elemental. Como primera aplicación, este marco se utiliza para interpretar nueve entrevistas realizadas a profesores de secundaria. La interpretación conduce a los siguientes resultados: (a) las creencias ontológicas varían en un amplio rango, negando la suposición de que una educación similar provoca opiniones análogas; y (b) las creencias ontológicas tienen una influencia notable en los estándares de las pruebas y en el estatus epistemológico de los teoremas, así como en la función del dibujo, las construcciones y sus descripciones, los medios y los procesos de construcción de modelos.Handle: http://hdl.handle.net/10481/6724
Análisis de contenido en textos históricos de matemáticas

Authors: Picado Miguel , Rico Luis
Published: December 2021

En este artículo presentamos algunas reflexiones sobre la aplicación de la técnica de análisis de contenido en el estudio de textos históricos de matemáticas. Este trabajo se apoya en una investigación realizada en el año 2009 sobre el tratamiento dado al sistema métrico decimal en textos de matemáticas en España, en la que se analizó una selección de textos editados en la segunda mitad del siglo XIX. El estudio ha permitido la identificación de tres etapas que caracterizan los textos utilizados para la difusión de las nuevas pesas y medidas españolas en la época seleccionada. Content analysis of historical texts in mathematics In this paper we present some reflections on the application of the technique of content analysis in the study of historical texts in mathematics. This work is based on a study conducted in 2009 on the treatment of the metric system in mathematics texts in Spain in which a selection of texts published in the second half of the nineteen century was analyzed. The study provided the identification of three stages that characterize the texts used for the dissemination of new Spanish weights and measures in the selected period.Handle: http://hdl.handle.net/10481/16013Nº de citas en WOS (2017): 7 (Citas de 2º orden, 4)Nº de citas en SCOPUS (2017): 2 (Citas de 2º orden, 0)
Refutations and the logic of practice

Authors: Reid David , Knipping Christine , Crosby Matthew
Published: December 2021

When arguments are refuted in mathematics classrooms, the ways in which they are refuted can reveal something about the logic of practice evolving in the classroom, as well as about the epistemology that guides the teachers’ teaching. We provide four examples that illustrate refutations related to the logic of practice, in which sufficiency and relevance are grounds for refutation, as opposed to falsehood. Refutaciones y la lógica de la práctica Cuando los argumentos son refutados en las aulas de matemáticas, las maneras en que estos son refutados pueden revelar algo acerca del desarrollo de la lógica de la práctica en el aula, así como de la epistemología que guía la enseñanza. Presentamos cuatro ejemplos que ilustran refutaciones relacionadas con la lógica de la práctica, en los que la suficiencia y pertinencia y no la falsedad son los motivos de refutación.Handle: http://hdl.handle.net/10481/16011
School starters’ early structure sense

Authors: Lüken Miriam M.
Published: December 2021

I analyse low and high achieving children’s competences regarding pattern and structure at the beginning of formal schooling comparatively. The aim is to evaluate the range of school starters’ early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low achievers. I name cognitive milestones for the development of a sound early structure sense.Sentido estructural temprano de estudiantes al inicio de su escolarizaciónAnalizo comparativamente las competencias relacionadas con patrones y estructura al comienzo de la escolaridad formal en escolares con bajo y alto rendimiento académico. El objetivo es evaluar la gama de sentido estructural de niños que se inician en la escuela. Los resultados sugieren en general altas competencias pre-instruccionales las cuales, no obstante, difieren considerablemente entre los escolares de bajo y alto rendimiento académico. Identifico hitos cognitivos para el desarrollo de un sentido estructural sólido.Handle: http://hdl.handle.net/10481/21534
 El papel del contexto en la identificación de argumentaciones matemátcas por un grupo de profesores

Authors: Goizueta Manuel , Planas Núria
Published: December 2021

En este artículo presentamos datos de un estudio en torno a los discursos sobre la argumentación en clase de matemáticas elaborados por un grupo de profesores de secundaria. En concreto, explicamos un resultado que pone de relieve el siguiente fenómeno: al identificar argumentaciones matemáticas en episodios de clase, varios profesores buscaron evidencias del carácter argumentativo en el contexto del aula y de la tarea, relegando aspectos epistémicos más generales. En sus distintas respuestas, estos profesores priorizaron dónde se produjo la argumentación sobre cómo se produjo.The Role of Context in the Identification of Mathematical Argumentations by a Group of TeachersIn this article, we present the data from a study on discourses about argumentation in the mathematics classroom by a group of secondary teachers. In particular, we explain a result that points to the following phenomenon: when teachers identify mathematical argumentations in lesson episodes, some of them search for evidences of the argumentative nature in the classroom context and the task, without emphasis on more general epistemic issues. In their different answers, these teachers give priority to where mathematical argumentation is produced over how it is produced.Handle: http://hdl.handle.net/10481/24792Nº de citas en WOS (2017): 2 (Citas de 2º orden, 3)Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 2)
Learning from errors: effects of teachers’ training on students’ attitudes towards and their individual use of errors

Authors: Rach Stefanie , Ufer Stefan , Heinze Aiso
Published: December 2021

Constructive error handling is considered an important factor for indi-vidual learning processes. In a quasi-experimental study with Grades 6 to 9 students, we investigate effects on students’ attitudes towards errors as learning opportunities in two conditions: an error-tolerant classroom culture, and the first condition along with additional teaching of strategies for analyzing errors. Our findings show positive effects of the error-tolerant classroom culture on the affective level, whereas students are not influenced by the cognitive support. There is no evidence for differential effects for student groups with different attitudes towards errors.Aprender de los errores: efectos de la formación del profesorado en las actitudes de los estudiantes hacia los errores y el uso individual que hacen de ellosSe considera que el manejo constructivo de los errores es un factor importante en el aprendizaje individual. En un estudio cuasi-experimental con estudiantes de grados 6 a 9, investigamos los efectos sobre las actitudes hacia los errores como oportunidades de aprendizaje bajo dos condiciones: una cultura en el aula tolerante a errores, y esa condición junto con la enseñanza de estrategias para analizar los errores. Encontramos efectos positivos de la cultura tolerante a errores en el nivel afectivo, mientras que el apoyo cognitivo no tuvo influencia a los estudiantes. No hay evidencia de efectos diferenciales para grupos de estudiantes con actitudes diferentes hacia los errores.Handle: http://hdl.handle.net/10481/27879Nº de citas en WOS (2017): 3 (Citas de 2º orden, 1)Nº de citas en SCOPUS (2017): 5 (Citas de 2º orden, 1)
Problemas verbales de descomposición multiplicativa de cantidades en educación infantil

Authors: De Castro Carlos , Hernández Elisa
Published: December 2021

Planteamos un problema de estructura multiplicativa —de descomposición de cantidades— en educación infantil (5-6 años). Se trata de descomponer una cantidad de 24 objetos en grupos (filas) iguales, determinando, tanto el número de filas, como el de objetos en cada fila. Los niños resolvieron el problema mediante estrategias de modelización directa, formando grupos iguales por ensayo y error y empleando estrategias de subdivisión y redistribución, para obtener unas soluciones a partir de otras. Algunos niños dieron una única solución al problema; otros, elaboraron un listado de hasta 5, de las 8 posibles soluciones.Verbal Problems of Multiplicative Decomposition of Quantities in KindergartenWe posed a problem of multiplicative structure—of decomposition of quantities—in Kindergarten. The problem consists in decomposing a quantity of 24 objects into equal groups (lines), determining both the number of lines and the objects in each line. Children solved the problem using direct modeling strategies, forming equal groups by trial and error and using subdivision and redistribution strategies to obtain new solutions from old ones. Some children gave only one solution to the problem, while others drew up a list of up to 5, from 8 possible solutions.Handle: http://hdl.handle.net/10481/30507
Hybrid tasks: Promoting statistical thinking and critical thinking through the same mathematical activities

Authors: Aizikovitsh-Udi Einav , Clarke David , Kuntze Sebastian
Published: December 2021

Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research suggests that thinking skills in both areas may be interdependent. Given this interconnection, it should be possible to stimulate both forms of thinking through the one task. This paper explores the implications of an exploratory qualitative study into processes when working on tasks encompassing both these areas for the design of tasks that simultaneously stimulate critical thinking and domain-specific thinking.Tareas híbridas: promover el pensamiento estadístico y el pensamiento crítico por medio de las mismas actividades matemáticasAunque desde un punto de vista teórico, el pensamiento estadístico y el pensamiento crítico parecen tener fuertes conexiones, la investigación empírica sobre la intersección y la potencial interrelación entre estos aspectos de competencia es escasa. Nuestra investigación sugiere que las habilidades de pensamiento en ambas áreas pueden ser interdependientes. Dada esta interconexión, debería ser posible estimular ambas formas de pensamiento mediante una tarea. Este artículo explora las implicaciones de un estudio cualitativo exploratorio sobre los procesos de pensamiento en tareas que abordan ambas áreas para el diseño de tareas que simultáneamente estimulan el pensamiento crítico y pensamiento específico de un dominio.Handle: http://hdl.handle.net/10481/30509
(Dis)orientation and spatial sense: Topological thinking in the middle grades

Authors: De Freitas Elizabeth , McCarthy MaryJean
Published: December 2021

In this paper, we focus on topological approaches to space and we argue that experiences with topology allow middle school students to develop a more robust understanding of orientation and dimension. We frame our argument in terms of the phenomenological literature on perception and corporeal space. We discuss findings from a quasi-experimental study engaging 9 grades 5-8 students (10-13 years old) in a 6-week series of school-based workshops focused on knot theory. We discuss video data that shows how students engage with the intrinsic disorientation of mathematical knots through the use of gesture and movement.(Des)orientación y sentido espacial: pensamiento topológico en los grados intermediosEn este trabajo, nos centramos en enfoques topológicos del espacio y sostenemos que las experiencias con topología permiten a los estudiantes de secundaria desarrollar una comprensión más sólida de la orientación y de la dimensión. Enmarcamos nuestro argumento en términos de la literatura fenomenológica de la percepción y el espacio corpóreo. Discutimos los hallazgos de un estudio cuasi-experimental con 9 estudiantes de quinto a octavo curso (10 a 13 años) que participaron en talleres sobre la teoría de nudos durante 6 semanas. Discutimos los datos de vídeo que muestran cómo los estudiantes se involucran con la desorientación intrínseca de los nudos matemáticos mediante el uso del gesto y movimiento.Handle: http://hdl.handle.net/10481/33232