La formació històrica per a l’ensenyament de les matemàtiques

L’ensenyament i aprenentatge de la història de les matemàtiques pot millorar la formació integral de l’alumnat. Els contextos històrics en les matemàtiques transmeten als alumnes una percepció de la matemàtica com a ciència útil, dinàmica, humana, interdisciplinària i heurística. En aquesta comunicació mostrarem a través de la programació d’un curs d’història de la ciència els objectius que cal assolir. La formació del professorat ha de contemplar que aquest conegui les fonts en què es basa el coneixement del passat, reconegui els canvis més significatius de la disciplina de Matemàtiques i reflexionin sobre el desenvolupament del pensament matemàtic i les transformacions de la filosofia natural. Finalment, cal assenyalar en aquesta formació la importància de les relacions socioculturals de les matemàtiques

Història de les Matemàtiques per a l'ensenyament de les matemàtiques. Analitzant les fonts

In recent decades the use of history of mathematics, as a resource for the teaching of mathematics, has raised in Catalonia. The formative role of the history of mathematics in the learning for either teaching math or achieving a global view of mathematics, is indisputable. In the different courses of history of mathematics imparted these recent years, both in the initial and permanent training of teachers, we have analyzed several activities implemented in the classroom related to certain historical contexts of the curriculum. These historical cases already studied should be published in order to serve as a model for designing new activities. The aim of this paper is, from the analysis of the used sources in the activities, to propose criteria for their choice so that they are appropriate for the learning of mathematics. This analysis allows us to present some historical activities that verify these criteria.Postprint (published version

Introducció a la mesura de la incertesa. La correspondència entre Pascal i Fermat i el problema dels punts (1654)

L’activitat que presentem està dissenyada a partir de la correspondència que van mantenir Blaise Pascal (1623-1662) i Pierre de Fermat (1601-1665) l’any 1654 sobre l’anomenat problema dels punts i a partir també d’altres textos rellevants que serviran per posar l’alumnat en el context de les probabilitats. El disseny es va fer dins l’àmbit de treball del grup d’història de matemàtiques d’ABEAM i els seu objectiu és que els alumnes aprenguin conceptes i processos matemàtics a través de la seva història. La correspondència entre Pascal i Fermat sobre quin és el repartiment més just de les apostes en una partida inacabada, és un exemple molt il·lustratiu sobre el procés de raonament matemàtic i posa de manifest els dubtes que tenien matemàtics de la talla de Pascal i Fermat a l’hora de resoldre alguns problemes. El procés per arribar a la solució pot contribuir a què els alumnes s’adonin que el treball en equip és important quan es tracta de construir coneixementPostprint (author's final draft

An Innovative Project to Strengthen and Improve the Knowledge Acquisition in the Degree in Chemistry Using e-Learning Tools

Comunicació presentada a EDULEARN2018, 10th International Conference on Education and New Learning Technologies (July 2-4, 2018, Palma, Mallorca, Spain).The subject "Chemistry II (QU910)" is taught at first academic year (second semester) of the Degree in Chemistry at the University Jaume I. Some of its specific and general competencies are selflearning and writing and oral communication, regarding the main chemical concepts: chemical reactions, elements of the periodic table and calculations of the concentrations of the formed products and the remaining reagents in acid/base, complex, precipitation and redox reactions. We have noticed that 65% of the students have not studied any chemistry subjects (or only one) in High School or Professional Training before undertaking the Degree in Chemistry. The present project aims firstly to help these students to overcome their lack of background, secondly to compare the academic results of the students with and without previous contact with chemistry and finally, to establish actions to solve this prejudicial situation. This objective was reached by the implementation of a zero course, a course including the basic content of chemistry taught in the last years of High School, the month before the beginning of the first academic year. After the first year, students having attended chemistry before university obtained only 0.75/10 points more than the others. The Virtual Classroom, the emails and tutorial played an important role in the achievement of this zero-course

Design of the laboratory script by the students in chemistry practicals: Analysis of water

Comunicació presentada a INTED2018, 12th International Technology, Education and Development Conference. (March 5-7, 2018, Valencia, Spain).The laboratory practices during the Degree in Chemistry are currently designed so that the student must learn and execute a fully developed experimental protocol, previously written up by the professor, which contains all the information and requirements for the correct development of each laboratory session. Under these conditions, students do not need to take any initiative and, consequently, they do not put enough effort in reaching practical abilities with a well-based scientific criterion and do not try to think over the purpose of each lab operation, as well as the reason to use each material and/or each reagent. Thus, with the aim to promote a more active role of the students in their learning process and to improve their autonomy, a new laboratory practices design has been developed in this work, which follows methodologies on project-based cooperative learning: the students have been requested to elaborate themselves the laboratory script by pairs. With this innovative design, we pursue to involve the students in both elaboration and execution steps of the laboratory practicals, and then to increase their attention on them. Besides, the required bibliographic research would improve their knowledge about the studied topic and all aspects about the work at the laboratory. The practicals to-be-developed were related to the study of the physico-chemical quality of natural water, which has a high social relevance

Management of diversity in master classroom: an increasing challenge for science education in valencian universities

Comunicació presentada a INTED2018, 12th International Technology, Education and Development Conference. (March 5-7, 2018, Valencia, Spain).Currently, many foreign students study a Master degree at the Valencian Universities. We can find students, which have immigrated to Spain in the recent years, and then have partially or fully follow the Spanish curricula (High School and/or Grade), and others which have come specifically to study the Master, attracted by the reputation of the Universities and the job and way-of-life offered by the country, and then have achieved their Grade in their countries. This has increased the diversity of the students in the classrooms, related to the ethnic origin, mother language, study practices, background and integration in the society. The present work gives an overview on how students and teacher manage the heterogeneity and diversity in a Master classroom related to chemistry. The term “diversity” is first detailed prior to discussing explicit studies. Different aspects of diversity are stated. The personal experience of the foreign students to adapt to the Spanish courses and environment was investigated. The actions taken by the lecturer to take advantage of diversity and minimize its negative effects were examined. A comparison between the academic results obtained by international and national students is given. Finally, the attention will be focused on language, study practices and background, since these dimensions are frequently discussed in the Valencian context. The implications and opportunities that offer diversity for national but also for international science research are presented

Quantification of Tamoxifen in Pharmaceutical Formulations Using Micellar Liquid Chromatography

This paper describes a micellar liquid chromatographic method used to analyze tamoxifen (TAMO) in pharmaceutical formulations, while focusing in its interesting features. Solid samples were solved in a micellar solution, irradiated at 254 nm, filtered and injected. Extraction steps were avoided and thus expediting the procedure. Tamoxifen was resolved in <5 min, using a mobile phase containing 0.15 M sodium dodecyl sulfate–7% pentanol at pH 3, running at 1.5 mL/min under an isocratic mode at 40°C through a C18 column. Detection was achieved by fluorescence by excitation at 260 nm and emission at 380 nm. The validation was performed following the requirements of the International Conference on Harmonization (ICH) Tripartite Guidelines in terms of: specificity, sensitivity, calibration range (0.2 – 20 mg/L), accuracy (98.8 – 101.7%), precision (<1.5%) and robustness (<6.2%). The method was applied to quantify TAMO in TAMO citrate tablets supplied in Spain, and was found appropriate for the quality control of TAMO formulation

Column classification and selection for the determination of antibiotics by micellar liquid chromatography

Seven commercially available: Zorbax C18, Kromasil C18, C8, cyano, phenyl, monolithic and amino stationary phases columns, have been characterized and classified into broadly similar types to simplify column choice. The results were evaluated employing cluster analysis, which shows several interesting groups based on distances (Minkowski and Euclidean) in agreement with the manufacturer’s claims: chain density of the stationary phase used, and the presence or not a silica base. Finally, results showed that C18 columns offer the best chromatographic characteristics for separation and quantification of antibiotics in micellar liquid chromatography

The main sources for the Arte Mayor in sixteenth century Spain

One of the main changes in European Renaissance mathematics was the progressive development of algebra from practical arithmetic, in which equations and operations began to be written with abbreviations and symbols rather than in the rethorical way found in earlier arithmetical texts. In Spain, the introduction of algebraic procedures was mainly achieved through certain commercial or arithmetical texts, in which a section was devoted to algebra or thePeer ReviewedPostprint (author's final draft

Estacionalidad del tráfico de cruceros en las Islas Canarias y la complementariedad entre rutas de crucero

[ESP] España es una potencia europea receptora de tráfico de cruceros, con actividad crucerista en los puertos de sus tres zonas litorales. El presente trabajo determina el patrón de estacionalidad, y su evolución, del tráfico de cruceros en los puertos de las Islas Canarias con objeto de determinar si existe complementariedad estacional entre zonas de crucero españolas. Como método para analizar la evolución de la estacionalidad se aplica el Coeficiente de Variación. En la determinación del patrón de estacionalidad y su evolución, se emplea una serie temporal compuesta de 120 observaciones mensuales correspondientes al periodo de 2005 a 2014. [ENG] Spain is a European leader in cruise tourism, with cruising activity in its three coastal areas. This paper analyses cruise traffic seasonality pattern and its changes in the Canary Island ports in order to determine if there is seasonal complementarity between Spanish cruising regions. The analysis of the changes in seasonality is conducted using the coefficient of Variation. To determine the seasonality pattern and its changes is used a time series composed of 120 observations corresponding to monthly registers of the period 2005-2014.Centro Universitario de la Defensa. Escuela de Turismo de Cartagena. Escuela Técnica Superior de Ingeniería Industrial UPCT. Escuela Técnica Superior de Ingeniería de Telecomunicación (ETSIT). Escuela de Ingeniería de Caminos y Minas (EICM). Escuela de Arquitectura e Ingeniería de Edificación (ARQ&IDE). Parque Tecnológico de Fuente Álamo. Navantia. Campus Mare Nostrum. Estación Experimental Agroalimentaria Tomás Ferr