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La Resolución de problemas como estrategia metodológica en el aprendizaje de la matemática. Una experiencia exitosa del colegio Villa Caritas en el examen del Pronóstico Potencial Universitario PPU - Universidad Peruana de Ciencias Aplicadas UPC
Get PDFTrabajo para la obtención del grado académico de Bachiller en EducaciónEl presente trabajo de investigación surge a raíz de la experiencia en las aulas
de educación secundaria y preuniversitaria, al notar que los alumnos no están
siendo motivados para resolver problemas de matemáticas en general y
específicamente, problemas relacionados contextualizados. Están más
orientados a resolver sistemas de forma rutinaria y algorítmica, usando los
métodos de forma mecánica y resuelven problemas típicos y sin darle un sentido
lógico a lo que están resolviendo.Índice
Portada......................................................................................................................................................... i
Dedicatoria................................................................................................................................................. ii
Índice.......................................................................................................................................................... iii
Índice de Tablas ...................................................................................................................................... vi
Índice de Figuras.................................................................................................................................... vii
INTRODUCCIÓN .......................................................................................................................................1
CAPÍTULO I. LA RESOLUCIÓN DE PROBLEMAS ........................................................................3
1.1. Breve reseña .............................................................................................................................3
1.1.1. Modelo de G. Polya..........................................................................................................4
1.1.2. Modelo de Mason – Burton – Stacey ..........................................................................5
1.1.3. Modelo de M. De Guzmán ..............................................................................................6
1.1.4. Modelo de Bransford – Stein ........................................................................................7
1.1.5. Modelo del Grupo Cero ..................................................................................................7
1.2. Definición de problema matemático...................................................................................8
1.3. Paradigmas asociados a la resolución de problemas ...................................................8
1.3.1. Paradigma teoricista .......................................................................................................9
1.3.2. Paradigma tecnicista.......................................................................................................9
1.3.3. Paradigma modernista..................................................................................................10
1.3.4. Paradigma procedimental............................................................................................10
1.3.5. Paradigma constructivista...........................................................................................10
1.3.6. Paradigma de la modelización....................................................................................11
1.4. Los problemas matemáticos en la educación básica ..................................................11
1.5. Clasificación de los problemas de naturaleza verbal...................................................12
1.6. Estrategias de resolución de problemas.........................................................................15
CAPÍTULO II. MÉTODO DE APRENDIZAJE DE LAS MATEMÁTICAS BASADO EN
PROBLEMAS…………………...............................................................................................................17
2.1. Definición de aprendizaje ....................................................................................................17
2.2. Método de aprendizaje..........................................................................................................18
2.3. Aprendizaje basado en problema......................................................................................18
2.4. Actividades y responsabilidades del profesor y del alumno.....................................18
2.5. Aprendizajes que fomenta el uso del aprendizaje basado en problemas ..............19
2.6. La evaluación en el aprendizaje basado en problemas...............................................20
2.7. Actitudes de los alumnos hacia las matemáticas.........................................................21
2.8. Variables endógenas y exógenas que influyen al resolver problemas
matemáticos........................................................................................................................................22
CAPÍTULO III. EXPERIENCIA EXITOSA DEL MÉTODO DE RESOLUCIÓN DE
PROBLEMAS EN EL EXAMEN DE PRONÓSTICO DE POTENCIAL UNIVERSITARIO PPU
EN EL COLEGIO VILLA CARITAS......................................................................................................26
3.1. El examen de Pronóstico del Potencial Universitario PPU-Universidad Peruana
de Ciencias UPC.................................................................................................................................26
3.2. Descripción del Pronóstico de Potencial Universitario (PPU)...................................27
3.2.1. Descripción de la prueba de aptitud numérica ......................................................29
3.2.2. Competencias y habilidades que evalúa la prueba de aptitud numérica .......31
3.3. Diseño del proyecto pedagógico.......................................................................................34
3.3.1. Objetivos del proyecto......................................................................................................35
3.3.2. Etapas del proyecto...........................................................................................................37
3.3.2.1. Etapa I: Inicio...................................................................................................................37
3.3.2.2. Etapa II: Ejecución.........................................................................................................41
3.3.2.3. Etapa III: Evaluación......................................................................................................43
3.4. Análisis de los datos de la estrategia metodológica....................................................43
3.4.1. Análisis de los problemas matemáticos......................................................................43
3.4.1.1. Análisis de los problemas del dominio número y operaciones ........................43
3.4.1.2. Análisis de los problemas del dominio cambio y relaciones.............................46
3.4.1.3. Análisis de los problemas del dominio geometría................................................50
3.4.1.4. Análisis de los problemas del dominio estadística y probabilidad..................52
3.5. Descripción, análisis e interpretación de la experiencia pedagógica .....................54
3.5.1. Pronóstico de Potencial Universitario 2015 (PPU 2015)..........................................54
3.5.1.1. Estructura del Informe..................................................................................................54
3.5.1.2. Resultados Académicos 2015 ....................................................................................54
3.6. Resultados de los alumnos del quinto de secundaria.................................................56
3.6.1. Población evaluada ...........................................................................................................56
3.6.2. Resultados generales .......................................................................................................57
3.6.3. Resultados de la prueba de aptitud numérica ...........................................................59
3.6.3.1. Comparación del Tercio Superior y de Tercio Inferior.........................................59
3.6.4. Comparación con otros PPU ..........................................................................................60
3.6.5. Comentarios y recomendaciones finales sobre los resultados............................61
3.6.6. Posición del colegio Villa Cáritas en el conjunto de colegios evaluados ..........61
CONCLUSIONES ....................................................................................................................................62
REFERENCIAS........................................................................................................................................63
ANEXOS....................................................................................................................................................64
1: Resultados del examen del Pronóstico del Potencial Universitario 2014......................64
2: Constancia de trabajo ..................................................................................................................79
3: Autorización de uso de resultados académicos...................................................................80Trabajo de investigació
Enhanced energy deposition efficiency of glow discharge electron beams for metal surface treatment
Get PDFThe energy deposition efficiency and focal spot dynamics of electron beams produced by pulsed cold-cathode high-voltage glow discharges for metal surface treatment are investigated for two different cathode geometries. A concave cathode geometry in which the focusing is dominated by the convergence of the electric field lines in the cathode fall region is compared with a flat cathode in which the focusing is exclusively caused by the self-generated magnetic field. Results of the treatment of AISI 4140 carbon steel samples show that the concave cathode geometry significantly increases the efficiency, reduces the threshold power necessary for melting, and is less sensitive to variations in the discharge parameters and sample position. The results of numerical modeling indicate that the observed increase in efficiency is caused by the longer persistence of the focal spot on the sample. The model can be used to predict the discharge parameters required for a desired treatment.Fil: Mingolo, Nelida. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Física; ArgentinaFil: Cesa, Yanina. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Física; ArgentinaFil: Martínez, Oscar Eduardo. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Etcheverry, Javier Ignacio. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Rocca, Jorge J.. State University of Colorado - Fort Collins; Estados Unido
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Absorptance homogeneity and its relaxation in thin films by photothermal microscopy
No full textA photothermal microscope for absorptance homogeneity analysis is described. Absorptance maps with micrometer resolution and high sensitivity are obtained. Changes in absorptance are due to laser annealing of defects via one and two-photon processes.Fil: Zaldivar Escola, Facundo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Física. Laboratorio de Haces Dirigidos; ArgentinaFil: Mingolo, Nelida. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Física. Laboratorio de Haces Dirigidos; ArgentinaFil: Martinez, Oscar Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Física; ArgentinaFil: Rocca, Jorge J.. State University of Colorado - Fort Collins; Estados UnidosFil: Menoni, Carmen S.. State University of Colorado - Fort Collins; Estados UnidosOptical Interference Coatings ConferenceSanta Ana PuebloEstados UnidosOptical Society of Americ
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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