ResumenEste trabajo tiene como objetivo documentar y analizar los tipos de razonamiento que emergen en los estudiantes cuando resuelven problemas de matemáticas e interactúan en un ambiente elearning. Como se ha documentado en numerosas investigaciones, la aparición de diversas tecnologías digitales ha modificado las competencias que ahora requieren los profesionales. Ante este panorama, las instituciones educativas buscan desarrollar en los estudiantes tales competencias, e integran en los procesos de enseñanza aprendizaje el uso de tecnologías digitales. Las matemáticas promueven aquellas competencias relacionadas con el análisis, el razonamiento, y la resolución de problemas. En el trabajo que aquí se reporta, se usó una metodología de tipo cualitativo, y se diseñó una secuencia de ocho actividades. Los resultados muestran dos tipos de razonamiento en el trabajo de los estudiantes y permiten definir las competencias relacionadas con el uso de tecnología que requieren los estudiantes para trabajar en un ambiente virtual de aprendizaje. Palabras clave: competencias, matemáticas, e-learning, razonamiento y representaciones Mathematical competencies developed in virtual environments of learning: the case of MOODLE AbstractIn this paper the objective is to document and analyze types of students reasoning they developed when working with a set of mathematical problems in the environment e-learning. It has been documented in many researches the emergence of new digital technologies, as a consequence nowadays professionals need to develop new competencies. Educational institutions look for to develop these students' skills and integrate digital technologies into the teaching and learning processes. Mathematics promotes these competencies related to analysis, reasoning and solving problem. In this study researches used a qualitative methodology and designed a sequence of eight activities. The findings obtained make it possible to identify two distinct types of reasoning in students' work as well as competences that individuals need to develop when they use a virtual environment of learning.
ResumenConsiderando la evidente pérdida de interés por parte de los estudiantes por tópicos relacionados con la ciencia, el Instituto Politécnico Nacional ha promovido un modelo educativo centrado en el proceso aprendizaje del estudiante, cuya metodología es el Proyecto de Aula. La metodología ha sido implementada en el Centro de Estudios Científicos y Tecnológicos, siendo uno de los objetivos principales la creación de una cultura científica. Este estudio se centra en el desempeño de los docentes frente a ésta metodología y se identifican las habilidades que el profesor desarrolla cuando ha tenido ésta vivencia de proyecto en aula. Los resultados muestran que hay un desarrollo de habilidades cognitivas, cognitivalingüísticas, comunicativas y técnicas, aunque se presentaron situaciones donde se manifestaba la resistencia al cambio Palabras clave: ciencia y tecnología, proyecto aula, habilidades, destrezas. A First Approach Teacher in front of a Methodology Based on Projects AbstractConsidering the evident loss of interest among students for scientific subjects, the National Polytechnic Institute in Mexico has promoted an educational model focused on the student learning process, using the methodology known as Classroom Project. The methodology has been implemented at the Center for Scientific and Technological Studies, being the development of scientific culture one of the main objectives. This study is centered on the performance of the instructors when using this methodology and on identifying the abilities that the professor learns when facing this method or classroom project. The results show that there is a development of cognitive, cognitive-linguistic, communicative and technical skills, although there were cases where resistance to change were still present.
We seek to evaluate the detection performance of a rapid primary screening tool of Covid-19 solely based on the cough sound from 8,380 clinically validated samples with laboratory molecular-test (2,339 Covid-19 positive and 6,041 Covid-19 negative). Samples were clinically labelled according to the results and severity based on quantitative RT-PCR (qRT-PCR) analysis, cycle threshold and lymphocytes count from the patients. Our proposed generic method is a algorithm based on Empirical Mode Decomposition (EMD) with subsequent classification based on a tensor of audio features and deep artificial neural network classifier with convolutional layers called DeepCough'. Two different versions of DeepCough based on the number of tensor dimensions, i.e. DeepCough2D and DeepCough3D, have been investigated. These methods have been deployed in a multi-platform proof-of-concept Web App CoughDetect to administer this test anonymously. Covid-19 recognition results rates achieved a promising AUC (Area Under Curve) of 98.800.83%, sensitivity of 96.431.85%, and specificity of 96.201.74%, and 81.08%5.05% AUC for the recognition of three severity levels. Our proposed web tool and underpinning algorithm for the robust, fast, point-of-need identification of Covid-19 facilitates the rapid detection of the infection. We believe that it has the potential to significantly hamper the Covid-19 pandemic across the world.
Se presenta una propuesta para realizar la asignación de tareas que apoyen el aprendizaje de las matemáticas en estudiantes de primer año universitario. El trabajo tiene dos objetivos principales: i) analizar las características que se deben tomar en cuenta al diseñar una tarea matemática, para que sea considerada una buena oportunidad de aprendizaje para los estudiantes; y ii) analizar los resultados del trabajo de un grupo de veinte estudiantes del primer semestre de una carrera de ingeniería. El trabajo de los estudiantes en las tareas asignadas se clasificó para su análisis tomando en cuenta semejanzas en los procedimientos utilizados. Los resultados muestran que el aprendizaje de los estudiantes se ve favorecido cuando existe congruencia entre la demanda cognitiva de las tareas, el contenido matemático de los problemas y los objetivos curriculares.
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