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Los números enteros durante la Matemática Moderna en las escuelas técnicas de Portugal
No full textEntre 1950 e 1970, o Movimento da Matemática Moderna disseminou-se um pouco por todo o mundo e integrou mudanças profundas no currículo da disciplina, associadas a alterações das metodologias de ensino e das práticas matemática escolar. Neste texto iremos analisar como foram lecionados os números inteiros relativos e as suas operações, no 1.º ano dos cursos industriais, em Portugal, durante a reforma. Recorremos a fontes documentais como jornais, manuais escolares, legislação e outras referências que contribuem para uma visão das práticas de ensino nas escolas técnicas. Para introduzir os números inteiros e suas operações, recorreu-se à noção de vetor, conferindo uma nova estrutura à disciplina de matemática do 1.º ano dos cursos industriais, mas preservando a importância das aplicações com o mundo real dos alunos.Between 1950 and 1970, the modern mathematics movement spread worldwide and integrated profound changes in the discipline's curriculum, associated with alterations in teaching methodologies and school mathematics practices. In this text, we will analyse how the whole numbers and their operations are approached in the first year of industrial courses in Portugal during the reform. We review documentary sources such as journals, school manuals, legislation, and other references contributing to a vision of teaching practices in technical schools. To present integers and their operations, the notion of vector was used, giving a new structure to the mathematical discipline of the 1st year of industrial courses but preserving the importance of applications in the real world.Entre 1950 y 1970, el movimiento matemático moderno se extendió por todo el mundo e integró profundos cambios en el currículo de la materia, asociados a cambios en las metodologías de enseñanza y en las prácticas matemáticas escolares. En este texto analizaremos cómo se enseñaban los números enteros relativos y sus operaciones en el 1er año de las carreras industriales, en Portugal, durante la reforma. Utilizamos fuentes documentales como periódicos, manuales escolares, legislación y otras referencias que son relevantes para una visión general de las prácticas docentes en las escuelas técnicas. Para introducir los números enteros y sus operaciones se utilizó la noción de vector, dando una nueva estructura a la disciplina matemática del 1er año de carreras industriales, pero preservando la importancia de las aplicaciones con el mundo real de los estudiantes
La percepción del profesorado de Educación Física sobre el apoyo a las necesidades psicológicas básicas en Educación Primaria
No full textIntroduction: In the context of Physical Education (PE), supporting basic psychological
needs (BPNs; autonomy, competence, and relatedness) is regarded as essential for fostering self-determined motivation and promoting pupils’ wellbeing. However, limited evidence exists regarding how teachers perceive and experience this process in their everyday
practice. This study aimed to explore the perceptions of Primary Education PE teachers
concerning the support they provide for these needs, with a focus on both the strategies
they implement and the meanings they ascribe to them.
Method: A qualitative methodology based on a case study design was adopted, employing
individual semi-structured interviews. Five in-service PE teachers participated in the study, all
of whom were teaching at the Primary Education level in state schools in the Balearic Islands.
Results: The results indicate that the participating teachers perceive themselves as supporting these needs through a range of pedagogical strategies, albeit with differing levels
of depth. Moreover, tensions were identified between discourse and practice, arising from
organisational structures, pedagogical beliefs, and policy requirements.
Conclusions: The importance of understanding support for BPNs as an evolving ethical and
professional responsibility is emphasised, one that demands collective reflection, distributed leadership, and institutional conditions conducive to a more motivating and coherent approach to PE
Vente a Alemania Pepe “2.0”. La emigración española en el siglo XXI retratada en la película Perdiendo el Norte (Nacho G. Velilla, 2015)
No full textPTP Over Wide Area Networks With Offset Measurement Outlier Filtering
No full textThe IEEE 1588 Precision Time Protocol (PTP) is capable of achieving nanosecond-level accuracy over standard Ethernet, making it widely used in industrial and scientific facilities. However, its time offset measurement process is highly sensitive to asymmetries and dynamic variation in the packet delays, hindering its applicability in wide-area use cases. In this paper, we demonstrate that PTP can be enhanced and used for Internet point-to-point time transfer with equal or better performance than the traditional Network Time Protocol (NTP). For this purpose, we propose a technique called offset measurement outlier filtering (OMOF), which leverages the short-term stability of the local clock to discard offset measurements affected by packet delay variation. We implemented OMOF in an open-source PTP client and validated it on a production network connection between two sites located more than 300 km apart. Both sites were fitted with high-performance reference clocks synchronized to less than a nanosecond of error using the GNSS-based common-view technique, enabling accurate measurement of our solution’s performance with state-of-the-art metrology techniques. Results show that our approach achieves a 95% improvement in peak-to-peak time error over the most popular open-source PTP implementation and 71% over NTP synchronization.European Union, PROACTIF project (Grant Number: 101194239)MICIU/AEI/10.13039/501100011033, PROACTIF project (Grant Number: PCI2025-163223)MICIU/AEI/10.13039/501100011033, AMIGA8 project (Grant Number: PID2021-123930OB-C22)MICIU/AEI/10.13039/501100011033, FPU Ph.D. Fellowship (Grant Number: FPU20/05842)MICIU/AEI/10.13039/501100011033, FPU Ph.D. Fellowship (Grant Number: FPU20/01857
Experiencias sobre Pedagogías Queer en el aula de Educación Superior: En busca de una educación musical crítica para la inclusión educativa de las personas LGTBIQA+
No full textPara que la educación musical pueda contribuir a la inclusión de la diversidad sexual y género en los entornos educativos de una forma proactiva y crítica necesita desarrollar prácticas pedagógicas que fomenten la reflexión, la acción y la creación por parte de los profesionales de la educación. En este sentido, una pedagogía de la creación sonora y musical en la formación inicial docente facilita que el futuro profesorado pueda ser partícipes en la elaboración de estrategias y recursos didácticos que permitan la concienciación de tratar la diversidad sexo-genérica en los entornos socioeducativos. De esta manera, la educación musical presenta una perspectiva sociocrítica conectada con el entorno para su transformación.In order for music education to contribute to the inclusion of sexual and gender diversity in educational settings in a proactive and critical manner, it needs to develop pedagogical practices that encourage reflection, action and creation on the part of education professionals. In this sense, a pedagogy of sound and music creation in initial teacher training enables future teachers to participate in the development of teaching strategies and resources that raise awareness of gender diversity in socio-educational environments. In this way, music education presents a socio-critical perspective connected to the environment for its transformation.Ponencia invitada por el Equipo Docente "Pedagogías Críticas y Educación Transformadora" de la Universidad de Granad
Mind the Gap! Linking Equality‐Based Respect Norms with General and Specific Tolerance
No full textThis research investigates the extent of Poles’ tolerance of Jews through the lens of equality‐based respect norms and how these norms translate into general and specific tolerance. Additionally, we reexamine the principle‐implementation gap, specifically highlighting the potential discrepancy between declared tolerance and actual behavioral intentions. Through our analysis, we explore the distinction between measuring tolerance as an abstract principle and its application in concrete, real‐world situations. In three correlational studies (N = 818), we examined the relationship between perceived equality‐based respect social norms and the declared endorsement of tolerant principles. Studies 1 and 2 sought to establish initial evidence of this association, hypothesizing that individuals are more likely to express tolerance towards Jewish practices when perceiving stronger societal norms emphasizing respect. Results showed that perceived prescriptive equality‐based respect within both national and acquaintance ingroup norms was positively linked to tolerant attitudes. Additionally, the findings highlight the complexity of measuring tolerance, revealing a possible overestimation of tolerant attitudes when assessed at an abstract level, compared to when measured through concrete examples.Volkswagen Foundation - Project Inclusivity Norms to Counter Polarization in European Societies (INCLUSIVITY) (9B060
School Leadership and the Professional Development of Principals in Inclusive and Innovative Schools: The Portuguese Example
No full textThe aim of this research is to understand the events and experiences that contribute to the
development of top leaders who are capable of thinking of their organization pedagogically
and strategically to respond to present-day challenges. The uniqueness of the objective itself
justified the choice of narrative research based on the interdependent relationship between
leaders and institutions. Methodologically, the autobiographical narrative was used as the
method and data collection technique. We studied the life stories of two headmasters from
two school clusters in Portugal, as well as the dynamics of their leadership. The analysis of
the life stories was complemented by a chronotopography, documentary analysis, focus
groups with middle managers and interviews with members of the Portuguese Ministry
of Education. The analysis of the data collected through the life narratives enabled a
series of milestones to be identified that, due to their authors’ ability to reflect, were
decisive in their professional development, namely, further education; initial training;
experience in management bodies and lifelong learning; the participation in the Educational
Territories of Priority Intervention programme, the Pedagogical Innovation Pilot Project
and school networks.Fundação para a Ciência e a Tecnologia, IP (FCT) - (grants no. UID/00167/2023, UIDB/00167/2020 and
UIDP/00167/2020
A holistic approach for resource-constrained neural network architecture search
No full textThis work has been funded by the projects ECSEL Joint Undertaking in IMOCO4.E (EU H2020 RIA-101007311) (PCI2021-1219 257) from MCIN/AEI/10.13039/501100011033 and EU NextGenerationEU/PRTR; R+D+i PID2021-123278OB-I00 and PDC2022-133370- I00 from MCI-N/AEI/10.13039/501100 011033 and ERDF funds; and the Department of Informatics of the University of Almería. M. Lupión is a fellowship of the FPU program from the Spanish Ministry of Education (FPU19/02756). N.C. Cruz is supported by the Ministry of Economic Transformation, Industry, Knowledge and Universities from the Andalusian government (PAIDI 2021: POSTDOC_21_00124). The authors would also like to thank J.J. Moreno from the University of Almería for his technical support with the computing platform.The design of Artificial Neural Networks (ANN) is critical for their performance. The research field called
Neural Network Search (NAS) investigates automated design strategies. This work proposes a novel NAS stack
that stands out in three facets. First, the representation scheme encodes problem-specific ANN as plain vectors
of numbers without needing auxiliary conversion models. Second, it is a pioneer in relying on the TLBO meta-
heuristic. This optimizer supports large-scale problems and only expects two parameters, contrasting with other
meta-heuristics used for NAS. Third, the stack includes a new evaluation predictor that avoids evaluating non-
promising architectures. It combines several machine learning methods that train as the optimizer evaluates
solutions, which avoids preliminary preparing this component and makes it self-adaptive. The proposal has
been tested by using it to build a CIFAR-10 classifier while forcing the architecture to have fewer than
150,000 parameters, assuming that the resulting network must be deployed in a resource-constrained IoT
device. The designs found with and without the predictor achieve validation accuracies of 78.68% and 80.65%,
respectively. Both outperform a larger model from the recent literature. The predictor slightly constraints the
evolution of solutions, but it approximately halves the computational effort. After extending the test to the
CIFAR-100 dataset, the proposal achieves a validation accuracy of 65.43% with 478,006 parameters in its
fastest configuration, competing with current results in the literature.IMOCO4.E (EU H2020 RIA-101007311) (PCI2021-1219257) from MCIN/AEI/10.13039/501100011033 and EU NextGenerationEU/PRTRR+D+i PID2021-123278OB-I00 and PDC2022-133370-I00 from MCI-N/AEI/10.13039/501100 011033(FPU19/02756)(PAIDI 2021: POSTDOC_21_00124
Dimensiones psicoemocionales del aprendizaje de idiomas: Investigación de la interacción entre la eficacia del aprendizaje en herramientas digitales, la ansiedad, la motivación y su compromiso en entornos mejorados por la tecnología
No full textScientific Research Program Funded by Education Department of Shaanxi Provincial Government (Program NO. 20Jk0193).The present study explores the psycho-emotional dimensions of language learning, focusing on the interplay between learner digital tool efficacy, anxiety, motivation, and engagement in technology-enhanced environments. Using a random sampling approach, data were collected from 409 EFL students in Chengdu, Urumqi, Beijing, and Chongqing. Statistical analyses, conducted via SPSS (version 27) and AMOS (version 24), included descriptive statistics, correlation analyses, regression, and structural equation modeling (SEM) to uncover relationships and visualize complex interactions among the variables. The findings revealed significant relationships between digital tool efficacy, anxiety, motivation, and engagement. Higher digital tool efficacy was positively correlated with motivation and engagement, while negatively correlated with anxiety. Motivation emerged as a critical mediator between digital tool efficacy and engagement, emphasizing its role in transforming digital confidence into active participation. Additionally, digital tool efficacy was identified as a strong predictor of reduced anxiety, increased motivation, and enhanced engagement. These findings highlight the importance of fostering digital tool efficacy to alleviate anxiety, enhance motivation, and boost engagement among EFL learners in technology-enhanced educational contexts.El presente estudio explora las dimensiones psicoemocionales del aprendizaje de idiomas, centrándose en la interacción entre la eficacia de los alumnos en herramientas digitales, la ansiedad, la motivación y su compromiso en entornos mejorados por la tecnología. Mediante un método de muestreo aleatorio, se recogieron datos de 409 estudiantes de inglés como lengua extranjera (EFL) en Chengdu, Urumqi, Beijing y Chongqing. Los análisis estadísticos, llevados a cabo mediante SPSS (versión 27) y AMOS (versión 24), incluyeron estadísticas descriptivas, análisis de correlación, regresión y modelado de ecuaciones estructurales (SEM) para descubrir relaciones y visualizar las complejas interacciones entre las variables. Los hallazgos revelaron relaciones significativas entre la eficacia de las herramientas digitales, la ansiedad, la motivación y el compromiso. Una mayor eficacia en herramientas digitales se correlacionó positivamente con la motivación y el compromiso, mientras que se correlacionó negativamente con la ansiedad. La motivación surgió como un mediador crítico entre la eficacia de las herramientas digitales y el compromiso, enfatizando su papel en transformar la confianza digital en participación activa. Adicionalmente, la eficacia de las herramientas digitales se identificó como un fuerte predictor de una reducción de la ansiedad, un aumento de la motivación y un mayor compromiso. Estos hallazgos destacan la importancia de fomentar la eficacia de las herramientas digitales para aliviar la ansiedad, potenciar la motivación y aumentar el compromiso entre los estudiantes de EFL en contextos educativos mejorados por la tecnología.Shaanxi Provincial Government (20Jk0193
Enhancing Transparency and Trust in Higher Education Institutions via Blockchain: A Conceptual Model Utilizing the Ethereum Consortium Approach
No full textIt has been recognized that Blockchain technology contributes to environmentally sustainable development goals (SDGs). It has emerged as a disruptive innovation capable
of transforming various economic and social sectors significantly. This conceptual paper is driven by the need to explore how blockchain, specifically a consortium-based
Ethereum architecture, can be integrated into higher education institutions to ensure data
sovereignty, integrity, and verifiability while adhering to legal and ethical standards such
as GDPR. We propose a multi-layered blockchain-based model for Kazakhstan’s Unified
Platform of Higher Education (UPHE). This model employs hybrid on-chain/off-chain
data storage, smart contract automation, and a Proof-of-Authority consensus mechanism
to address system limitations, including data centralization and inadequate verification of
academic credentials. Empirical simulations using Blockscout and Ethereum-compatible
tools demonstrate the model’s feasibility and performance. This paper contributes to the
growing discussion on educational blockchain applications by presenting a scalable, secure,
and transparent architecture that aligns with institutional governance and Environmental,
Social, and Governance (ESG) principles. It also supports the objectives of UN SDG 4
(i.e., Quality education) by fostering trust, transparency, and equitable access to verifiable
educational credentials.Institute of Information and Computational Technologies, Kazakhstan (Project BR24993014-OT-24