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rss_1.0 Clasificación por Disciplina

Nomenclatura Unesco > (12) Matemáticas
(1201) Álgebra (1202) Análisis y análisis funcional
(1203) Ciencia de los ordenadores (1204) Geometría
(1205) Teoría de números (1206) Análisis numérico
(1207) Investigación operativa (1208) Probabilidad
(1209) Estadística (1210) Topología
(1299) Otras especialidades matemáticas (especificar)

Mostrando recursos 1 - 20 de 31,939

1. Automatização do projeto de linhas elétricas: Criação de modelo matemático para minimização de custos - Vera Silva

2. Auto-eficácia académica e atribuições causais em português e Matemática - Sílvia Pina Neves; Luísa Faria

3. Divulgação Matemática e o Vídeo Educativo - Maria Anileiro

4. Modelado matemático de una enfermedad infecciosa en un centro de reclusión y estrategias óptimas de control preventivo - Trujillo Salazar, Carlos Andrés; Toro Zapata, Hernán Darío; Muñoz Loaiza, Anibal

5. Ildefonso Cerdá y la Academia de Matemáticas de Barcelona - Martínez de Baños Carrillo, Fernando

6. Anomalías en los procesos de identificación de errores en las pruebas escritas de matemáticas de las P.A.U. - Gairín Sallán, José María; Muñoz Escolano, José María; Oller Marcén, Antonio Miguel
Continuando el trabajo realizado en (Autores, 2012), se exponen en este artículo los resultados sobre un estudio indagatorio sobre la corrección de exámenes de matemáticas de las Pruebas de Acceso a la Universidad en el que se analizan y categorizan ciertas actuaciones de los correctores cuando identifican errores en las producciones de los estudiantes. A la luz de este análisis, se proponen recomendaciones con el fin de que el proceso de calificación sea más fiable.

7. Reparto transversal de la sobrecarga en tableros de puentes - Samartín, Avelino; Martínez González, Jesús
Se presenta el cálculo de esfuerzos de una losa ortótropa rectangular apoyada en dos bordes opuestos y en los otros dos con condiciones de contorno muy generales. La formulación se realiza en forma compacta al utilizar la notación matricial, lo que permite una programación directa en un computador electrónico. La solución obtenida se compara con la que se deduce mediante el método de Guyon-Massonet-Rowe, que constituye una simplificación muy conocida, y se comentan las diferencias existentes. Se muestra a continuación un estudio alternativo mediante la teoría de láminas plegadas prismáticas, que representa un modelo matemático más adecuado para este tipode...

8. Boletín de critíca, enseñanza y bibliografía matematica. - Garzia de Galdeano y Yanguas, Zoel, 1845-1924.
Mode of access: Internet.

9. Competencia matemática en niños de 4 años - Salgado Somoza, María; Salinas Portugal, María Jesús
As part of the LOE curriculum, emphasizes the importance of mathematical literacy in all educational stages. Every day in every classroom, specifically in the Education of Young Children, discussed issues related to "mathematics" teachers must know how children learn and think and what they need, feel and value, that is motivating mathematics and easy, and not be used mechanically and without thinking. In order to assess their learning, sometimes due to the characteristics of age, this evaluation is laborious and difficult to do, which is why the teachers' knowledge of how children learn mathematics and why not learn them is...

10. Apuntes teóricos sobre el pensamiento matemático y multiplicativo en los primeros niveles - Bosch Saldaña, María Asunción
This article presents some conceptual meanings of mathematical and multiplicative thinking, among other concepts as relational thinking or number sense. Secondly, we do a brief review on what is known, from research, on the development of mathematical and multiplicative thinking, with an emphasis in relation to the first ages.

11. Más allá de los contenidos, los procesos matemáticos en Educación Infantil - Alsina Pastells, Ángel
This article presents a view of teaching mathematics at an early age that gives priority to boys and girls learning to use mathematics in their everyday lives. It is argued that learning to use mathematics must be based on a mathematics curriculum that considers two types of knowledge: mathematical contents (logical mathematical reasoning; numbering and calculation; geometry; measuring; and statistics and probability) and, especially, mathematical processes (problem solving; reasoning and demonstration; communication; connections; and representation), since they emphasise ways of acquiring and using mathematical contents. Instructional guidelines are offered for the planning and management of activities that consider the connections...

12. Matemáticas en la Educación Infantil: Facilitando un buen inicio. Declaración conjunta de posición - Naeyc & Nctm
A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) on Earl Childhood Mathematics. Adopted in 2002. Updated in 2010.

13. Matemáticas y literatura de 0 a 3: La mariquita gruñona - Flecha López, Gonzalo
In this second submission we will discuss the concept of time and how to approach it from a perspective understandable for preschoolers. At the same time, we will make an approach to the notion of size by comparing different items from children’s daily life.

14. Matemáticas de Infantil en Delaware, USA - Fábrega, Judith; Edo Basté, Mequè
The education system in United States of America is undergoing significant changes. The implementation of the new Common Core Standards in K - 12 provides for a unified structure for the entire territory. This article presents examples of how to work those new standards for mathematics in a bilingual kindergarten classroom. The implementation differs from State to State. In this specific case we follow a very strict curriculum, which includes learning materials and teacher guides. Nevertheless, teachers can always complement the curriculum with any other mathematic workshops and games. Art, board games and motor activities, among others, can help students...

15. La investigación en educación matemática como componente de la formación inicial de maestros de infantil - Pérez Tyteca Tyteca, Patricia; Monge, Javier
In this paper, we present a learning experience carried out in the course “Mathematics Education in the Early Childhood” taught in the 4th year of the Degree of Early Childhood Education Teacher from the University of Valencia. Through this experience, we have tried to bring research in the field of teaching mathematics to preservice teachers. In order to assess the impact that this experience has been, we proceeded to administer a pretest and post-test that explore the knowledge that students have about early childhood mathematics education research and its utility. We have analyzed the data obtained and discuss the results.

16. El juego con materiales manipulativos para mejorar el aprendizaje de las matemáticas en Educación Infantil: Una propuesta para niños y niñas de 3 a 4 años - Berga Espona, Marta
This work project involves the development of a proposal for children from 3 to 4 years old, taking it to practice for a mathematical learning and giving importance to manipulate objects from block play. This proposal is based in play, and is composed by nine activities, with are developmentally appropriate for these ages. There will be free play activities, others will be more directed and others must make mental representations. The activities proposed take into account the students, their characteristics, their skills and their pace of development. All the students will have an active role and will be responsible for...

17. Matemáticas y literatura de 0 a 3: Sopa de Calabaza - Flecha López, Gonzalo
In this article, talking The Pumpkin Soup story as the departure point, we discuss the development of schemes and the acquisition of the concept of the number when using easily designed activities such as transferring several objects to different kinds of materials.

18. Pensamiento numérico en edades tempranas - Castro Martínez, Encarnación; Cañadas, María Consuelo; Castro Rodríguez, Elena
We distinguish three sections in this paper. Firstly, we present some ideas that support work with mathematics with early years children in classroom, and two wrong conceptions that have shown kindergarten teachers about this work. Second, we describe the numerical thinking in early ages, going through different capacities that kindergarteners can achieve, according to results from different studies. We finish the paper with final reflections.

19. Declaración de posición sobre las matemáticas en la primera infancia - Asociación Australiana de Profesores de Matemáticas; Early Childhood Australia
This is a joint position paper of the Australian Association of Mathematics Teachers and Early Childhood Australia on Early Childhood Mathematics.

20. Matemáticas y literatura de 0 a 3: Ricitos de Oro y los tres osos - Flecha López, Gonzalo
We begin the section on math and literature from 0 to 3 years. Goldilocks and the three bears come with us into a classroom with children aged 2 and 3 years. There we see how, through the story, the children begin to count, to use one to one correspondence, quantifiers, and basic expressions of comparison.

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