Search

This study analyses the curricular plans of the Agricultural Engineering Degree in the Republic of Argentina, focusing on the objectives of these training plans. It also identifies the fields of work for which their professional preparation is encouraged. A sample of universities based in Buenos Aires was taken and an analysis of the content of the curricula was carried out. Six broad thematic areas were identified for which Agronomy is oriented in these universities. Most of the objectives of Agricultural studies are oriented towards Agricultural production design and management.

Cada día se hace evidente la preocupación social por fomentar la igualdad entre hombres y mujeres en todos los ámbitos de la sociedad. En al ámbito universitario en particular el interés está en conocer tanto el papel como la representación de las mujeres en los aspectos de la gestión y la producción científica. Presentamos un estudio descriptivo sobre la presencia de las mujeres en la gestión y dirección de unidades administrativas de la universidad de Córdoba (UCO) a partir de la información que la propia institución ofrece a través de su página web. Se ha observado que la igualdad de género se da en aquellos cargos que son de libre designación pero que no llega a aquellos que son por elección.

The aim of this article is to study the production of doctoral theses on foreign languages, from our point of view as Spanish speakers, conducted in Andalusia from 2010 to 2021 in order to collect the total number of dissertations and the diachronic distribution; to describe the production per universities, authors and directors according to the gender; and to gather the descriptors most used. Results show that, during the period 2010 to 2021, Andalusian public universities recorded 266 dissertations on FL. The annual average is of 22.16 doctoral theses per year. The representation of women in the authorship of dissertations is 175 (65.78 %), as opposed to 91 men (34.22 %). The participation in the direction of such PhD theses is 51.45 % for women and 48.55 % for men. In accordance with the composition of the direction, doctoral theses were supervised in equal percentage by both only women and (41.35 %) and only men (41.35 %). Mixed direction reached 17.29 %. The amount of 117 different descriptors was gathered. The most used keyword is translation and interpreting (22.7 %). In conclusion, a decrease in the doctoral production on FL was found at Andalusian universities as of 2016. The authorship reveals that FL is a feminised field. In addition, it has been confirmed that mixed co-directions are unusual in this area.

Objetivo. La difusión de la investigación que se realiza en el campo educativo se ha analizado de manera reiterada en el mundo académico. Desde Clarivate Analytis se han incorporado nuevas herramientas que pretenden cubrir tanto temáticas como regiones que subrepresentadas en el WoS; de este modo surge el Emerging Sources Citation Index (ESCI). El propósito de este estudio es el de conocer la producción científica de Colombia en el campo de la Educación en el ESCI entre los años 2005 y 2019 y cuál es la participación de la mujer.Método. Se trata de un estudio exploratorio de carácter descriptivo en el que utilizan técnicas de carácter bibliométrico para obtener la información. Se utilizaron tanto Excel como SPSSS para realizar los procedimientos estadísticos. Se determinó el género de todos los autores de cada documento.Resultados. Los resultados indican que en el año 2005 las mujeres solamente firmaban en el 36,67% de los documentos, mientras que en el año 2019 firman el 48,52%. En el 61,30% de las veces el único firmante de los documentos es mujer. El máximo número de firmas es 8. Este último porcentaje es similar a aquellos en los que solo firma un hombre, 63,46%.Conclusiones. LLos datos obtenidos permiten concluir que la brecha de género en las publicaciones del campo de Educación en Colombia se ha cerrado y que actualmente hombres y mujeres firman casi el mismo número de documentos.

The bibliometric study of scientific production in the field of education that has been carried out in Ibero-American countries between 2000 and 2020 and indexed in the Social Sciences Citation Index (SSCI) database of the Web of Science (WoS) is presented. 4786 documents have been analyzed using bibliometric techniques, finding a considerable increase in scientific production, with Brazil being the country with the highest production. Likewise, the distribution of the magazines in Bradford zones was determined, noting that the core is made up of two journals, the first published in Latin America and the second in Spain. There was evidence of a decline in single authorship in documents and an increase in international collaboration, reaching in 2000 percentages like those of national collaboration. Through this study, production patterns and trends have been identified, as well as the main channels for disseminating research in the field of education in Ibero-America.

Old mathematics books and textbooks have always been sources of relevant information for researchers working on the history of mathematics and mathematics education. However, helpful information about this field can also be found in journals, ministerial decrees, or notes. Consequently, this article analyzes the contents related to mathematics or mathematics education in an 18th-century weekly journal published in the Spanish city of Salamanca, Semanario de Salamanca. To this end, we conducted a qualitative and descriptive investigation using a content analysis technique, which is widely used in research in this related area. Our results show that despite the fact that the weekly publication under investigation was specialized neither in mathematics nor in science, it included mathematical problems and solutions, mathematical texts, job advertisements for mathematics teachers, mathematics book reviews, and opinions about mathematics. Therefore, the present work expands knowledge of the presence and dissemination of mathematics and mathematics education in 18th-century Spanish society.

Resumen El desarrollo constante de la ciencia hace necesario realizar estudios que permitan conocer su desarrollo global y por campos o sectores geográficos. Se presenta un estudio bibliométrico sobre la producción científica publicada en las revistas latinoamericanas de la categoría Business, Management and Accounting (BMA) del Scimago Journal Rank y con información almacenada en la base de datos SCOPUS. Para llevar a cabo este estudio, se descargaron de SCOPUS los datos relativos a los documentos indexados en dicha base de datos; posteriormente, y a partir del recuento de frecuencias, se identificaron los patrones de producción de documentos por revista y por año, los países más productivos, los indicadores de colaboración en la autoría y el tipo de colaboración. Se halló un incremento en la coautoría y los índices de colaboración, así como en la colaboración internacional. La producción ha tenido un considerable aumento en el periodo comprendido entre los años 1996 y 2010. Si bien los índices de colaboración han aumentado, esta colaboración se efectúa, principalmente, entre países latinoamericanos. Abstract Science's constant development makes it necessary to carry out studies that allow us to understand its global development, as well as the level of development of each field and the scientific production of a certain geographical area. The bibliometric study presented focuses on the scientific production published in Latin American journals within the Business, Management and Accounting (BMA) category of the Scimago Journal Rank and the information stored in the SCOPUS database. Thus, the information regarding the documents indexed in the SCOPUS database was downloaded. The patterns of document production per journal and per year were identified based on a frequency count. The most productive countries, the degree of collaboration and the type of collaboration were also identified. An increase in co-authorship and collaboration rates was pointed out, as well as an increase in international collaboration. There has been a considerable increase in the production between 1996 and 2010. Although the collaboration rates have increased, this collaboration is mainly maintained between Latin American countries.

Environmental Education has become over recent decades an emerging area of knowledge; its evolution has been conditioned not only by different regional dynamics, but also by international guidelines and trends. Therefore, the literature reports multiple and diverse pedagogical, curricular and transdisciplinary approaches to this topic. Likewise, studies on the dynamics and trends in the generation and production of knowledge are relevant to both teachers and researchers in every field of knowledge. In this sense, it is presented a bibliometric study that aims to analyse the international scientific production on Environmental Education on the Web of Science (WoS) within the categories Education and Educational Research and Education, Scientific Disciplines for the last two decades (2000-2019). The information obtained was analysed using different bibliometric techniques, like descriptive statistics, degree of collaboration and co-occurrence maps generated by VOSviewer (version 1.6.15) software. The results show the accelerated increase in the production of knowledge in this area, they present the main research contexts, as well as some educational and research perspectives. Also, the collaboration between authors and universities was identified. Keywords: bibliometrics analysis, environmental education, scientific education, scientific production

Math Anxiety not only plays an important role in the academic performance of students but also has a significant influence on the methodology adopted by teachers. In this study, we examine the relationship between the levels of Math Anxiety of a group of prospective teachers and their opinions about the importance of Geometry in Primary Education. Abbreviated Math Anxiety Scale (AMAS) was applied to 152 students of the Primary Education Degree, along with open-ended questions on their opinions about the role of Geometry in Primary School. An internal consistency check and a factorial analysis were performed on AMAS data to obtain factors Math Learning Anxiety (MLE) and Math Evaluation Anxiety (MEA). The responses from the open-ended questions were categorized and classified into procedural or relational reasons. Results indicate a biased conception about what Geometry teaching should be. Procedural reasons are related to higher levels of Math Anxiety, being the MLE factor more correlated than MEA. Conversely, relational reasons are related to lower levels of such anxiety. Not all the reasons were correlated at the same level, and no differences between genders were observed in the reasons alleged. Results suggest that emotional factors in prospective teachers should be taken into account as they can induce a bias in their future didactic strategies.

In recent years, bibliometric studies on mathematics education have allowed us to learn more about the scientific production in this field. To continue this line of study, in this research we have focused on the doctoral theses published on mathematics education and, in particular, on the role of women in the production, direction and evaluation of doctoral theses in this field, focusing on Andalusian universities. For this purpose, a bibliometric study has been carried out using the Teseo database. The results show a decrease in Andalusian doctoral production in this field in recent years and how, although the number of women who have completed doctoral theses in this field is greater than that of men, in the case of the direction of them, the number of male directors is greater than men directors.

This study presents the perceptions of trainee teachers regarding the realisation of practical mathematical sessions to expand on the concepts that are taught in primary education using manipulatives. For a 4-month period, a practical session with the mentioned characteristics was carried out weekly with Year 1 students of the Primary Education Teaching Degree. After their completion of the module the students were requested to comment in writing on the utility of such practical sessions. The resulting information was analysed qualitatively through content analysis using ATLAS.ti software (Version 7.5.4). Six broad categories grouping the utilities considered by the students were found.Keywords: mathematics; mathematical practical sessions; teacher education; trainee teacher

El presente trabajo analiza la situación del italiano como lengua de trabajo del Grado de Traducción e Interpretación en España, de modo que se obtenga una visión panorámica de su presencia dentro de los planes de estudio de esta titulación y se justifique la necesidad de análisis de este perfil formativo. Para ello, se han analizado los planes de estudio de las 29 universidades donde se encuentra implantado el Grado de Traducción e Interpretación y se han localizado aquellas en las que se imparte italiano. Actualmente, solo es posible cursar italiano como lengua C o como lengua D en un número reducido de instituciones. Esto supone un desequilibrio frente a otras lenguas (como el inglés, el francés y el alemán) en un doble sentido: en primer lugar, no es posible acceder al estudio del italiano como lengua B en ninguna universidad española, con la consecuente jerarquización del conocimiento que el estudiante va a obtener; en segundo lugar, el número de instituciones que oferta el italiano como lengua C o D no es especialmente elevado. This paper analyses the situation of the Italian language within the Translation and Interpreting Degree in Spain, so as to obtain a global of its presence in the curriculum of this degree and to justify the need for an indepth analysis of this academic profile. To this end, 29 universities where this degree is implemented, as well as their study plans, have been analysed to locate the ones where it is possible to learn Italian as part of a translation itinerary. It is only possible to study Italian as C or D Language in a reduced number of institutions. This implies an imbalance in relation to other languages (such as English, French or German) in a double sense. Firstly, it is not possible to study Italian as B Language in any Spanish university, with the consequent hierarchisation of the knowledge in certain languages that the student will find; secondly, the number of institutions offering Italian as C or D language is not particularly high.

A study about the Spanish Doctoral Dissertations in Translation and Interpreting subjets is presented, and it is aimed at the members of the Dissertation Committees and its advisors. The database TESEO was consulted in order to identify all the dissertations presented during the period 1997-2018, as well as the members of their Dissertation Committees (president, secretary and board members). Before analyzing the data available, their gender and their institutional affiliations were labeled. Four advisors have been in charge of more than ten doctoral dissertations. A tendency towards a single-advisor direction was also detected. The Andalusian universities have generated the greatest number of Doctoral Dissertations. It was also identified a group of professors who have influence over the evaluation of these doctoral dissertations, even though they have not been in charge of a high number of doctoral dissertations within this field.

Bibliometric studies provide researchers with varied and important information that allow to obtain different indicators and to understand relationships in the dissemination of science. In this work, we analyse the production of the journal Profesional de la Información, the first Spanish journal to be included in the Information Science & Library Science category of the Journal Citation Reports (JCR). We determined the degree of collaboration and identified the most productive authors of this journal. We found an increase in collaborative authorship and a stagnation of the journal in the third quartile of the JCR. Most of the papers published in the journal are produced in Spain.

Different studies consider the possibility of including history of mathematics in the classroom. However, its inclusion in the teaching and learning of mathematics depends on the conceptions of it that teachers have, among other factors. This study displays a comparative analysis between the opinions of primary education teachers-to-be and the opinions of mathematics teachers-to-be at secondary school and A-levels after the realization of an activity related to two historical or unusual multiplication methods. These trainee teachers were asked to identify the differences between these methods and the multiplication algorithm usually used in Spain. We collected these data and conducted an exploratory, descriptive and qualitative study. In order to analyse the information obtained, we used the technique content analysis. The answers given by these trainee teachers show their lack of knowledge about other multiplication methods and the various differences which they observed. These differences are mainly related to the structure of each method, the procedure and application of these methods and the mathematical processes carried out for each method. The comparison between the opinions of the teachers-to-be at different levels shows similarities but also some differences, probably due to the different mathematical knowledge they have.

En las últimas décadas, ha ido creciendo el interés de los investigadores en Historia de las Matemáticas y Educación Matemática, por analizar los libros de texto de Matemáticas que han tenido influencia en su enseñanza, bien por la relevancia de su autor o por su amplio uso o difusión. En este trabajo se presenta el análisis del libro de texto español Tratado de Álgebra Elemental del autor del siglo XIX Juan Cortázar, uno de los primeros Catedráticos de matemáticas, cuyos libros de texto fueron elegidos para formar parte de las listas oficiales para la enseñanza en secundaria desde el año 1848 y siguieron reimprimiéndose hasta entrado el siglo XX. Se plantea un estudio descriptivo y cualitativo mediante la técnica del análisis de contenido. Se hallaron diversas estrategias didácticas, y se categorizaron los sistemas de representación y los aspectos fenomenológicos que el autor utilizó para modelizar numerosas situaciones mediante los conceptos matemáticos que se expone en la obra. Over the last decades researchers in the History of Mathematics and Mathematics Education have developed a growing interest in analyzing mathematics textbooks which have influenced the teaching of this subject. This increase has been mediated by the relevance of the authors of the manuals or by the widespread use of those manuals. This study presents the analysis of the Spanish textbook Tratado de Álgebra Elemental (Elementary treatise on algebra) written by the 19th century author, Juan Cortázar, one of the first mathematics professors in Spain, whose books were approved for secondary education in 1848 and continued being reprinted until the 20th century. We designed a descriptive and qualitative study using the content analysis technique. The results show that the book included several didactic strategies. Representation systems and the phenomena which Cortázar used to model numerous situations through the mathematical contents included in the books were also categorized. Au cours des dernières décennies, il y a eu un intérêt croissant de chercheurs en histoire des mathématiques et de l’enseignement des mathématiques, d’analyser les manuels de mathématiques qui ont influencé son enseignement, soit par la pertinence de son auteur ou de son utilisation généralisée ou par diffusion. Dans cet article, l’analyse du Manuel Espagnol Tratado de ÁlgebraElemental (Traité de ElementaryAlgebra) de l’auteur du dix-neuvième siècle, Juan Cortazar, l’un des premiers professeurs de mathématiques est présenté, dont les manuels ont été choisis pour faire partie des listes officielles pour l’enseignement de l’année secondaire. Ils sont réimprimés en 1848, et ont continué d’être imprimés au cours du vingtième siècle. Une étude descriptive et qualitative a été proposée par la technique de l’analyse de contenu. Diverses stratégies d’enseignement ont été faites, et les systèmes de représentation et les aspects phénoménologiques que l’auteur utilise pour modéliser de nombreuses situations en utilisant des concepts mathématiques seront énoncés dans ce travail.

Old mathematics books and textbooks have focused different researchers onto the history of mathematics and mathematics education. However, books are not the only information source for this field; for example, researchers can also study periodical-type publications from the past (such as diaries, weeklies, newspapers, etc.). Considering this, this study developed an instrument to analyze publications about mathematics and mathematics education included in newspapers, weeklies, journals, etc., which were not exclusively devoted to science, from the perspective of the history of mathematics and mathematics education. In order to do so, a descriptive research focused on the analysis of historical texts was carried out using the content analysis technique. The different labels and categories of this instrument are here exemplified by the categorization of some entries included in several periodical publications published in the 18th century in Spain.

Data analysis and statistics are tools that are involved in research and are essential to it. There is a wide variety of techniques that allow one to analyze any set of data depending of the desired goal. However, and due to the variety of techniques, its misuse is very common, and the results obtained from its application cannot be taken into consideration because of its non-validity. The objective of this chapter is to create a classification of the main statistical techniques used in different research fields, adding a brief definition of them and specifying their utility, data hypothesis needed for their use, and software required to use them. Special emphasis is placed in R, a free and open source software with multiple packages what allows one to apply these techniques in an effective and simple way. Among the statistical techniques that are desired to be included in this classification are descriptive analysis, graphic analysis, parametrical and non-parametrical hypothesis testing, principal component analysis, factor analysis, and structural equation modeling.

In the research on mathematics education, numerous Likert-type instruments estimating attitudes toward mathematics are sometimes composed of factors with a high correlation, which can make it difficult to assign the statements from the scale to each estimated factor. Further, the measurement of attitudes is usually done by adding the scores but ignoring the existence of possible differences in the importance that each item can have in its factor estimation. A revision of the methodology for the study of attitudes toward mathematics for the correct validation of the instrument is carried out in this research, and an estimation of the factors of attitude is proposed using the calculation of the weighted average of scores based on the importance that each item has in the explanation of its factor, which is given by a structural equation model. This methodology has been applied to Auzmendi's scale of attitudes toward mathematics measurement in a sample of 1293 university students. The factors were estimated using simple and weighted averages; significant differences have been obtained in the measurements, as well on those shown with the organization proposed by Auzmendi.

Bajo el titulo “La ensenanza de las matematicas en Espana en el siglo XVIII. Descripcion y analisis comparado de libros de texto”, se ha desarrollado un proyecto de investigacion financiado por el Plan Nacional de I+D+i, con la colaboracion de investigadores de las universidades de Cordoba, Pontificia de Salamanca, Salamanca y Zaragoza, que forman parte de un grupo de trabajo consolidado en la Sociedad Espanola de investigacion Matematica (SEIEM), de-nominado “Historia de las matematicas y Educacion Matematica” (HMEM).Los objetivos generales de la investigacion realizada y, con-siguientemente, la metodologia a utilizar, orientan el trabajo hacia la identificacion y categorizacion de los libros de texto utilizados para la ensenanza de las matematicas publicados en ese siglo segun su contenido: aritmetica, algebra, geometria y analisis (calculo).Todo ello con el fin de ir construyendo un cuerpo de cono-cimientos para provecho de la Didactica de la matematica que de cuenta de como las matematicas se han ido difundiendo en la so-ciedad, en lo que se refiere a los aspectos didacticos, curriculares e incluso sociales en los que se desenvuelven los autores.

l analisis de los libros de texto que sirvieron de apoyo a alumnos y profesores a traves de la historia permite a los investigadores de la linea de investigacion de la Educacion matematica conocer el desarrollo y la evolucion de los conceptos y metodos matematicos, el alcance de los avances cientificos y como estos fueron incorporados a la ensenanza de la materia de la epoca. Por ello, este trabajo se centra en analizar el tratamiento dado a los contenidos de Geometria practica o agrimensura en dos de los manuales publicados en Espana durante el siglo XVIII que sirvieron para instruir al gremio de los agrimensores. En concreto, los libros localizados y analizados fueron los escritos por Manuel Hijosa en 1874 y por Xavier Ignacio de Echeverria en 1758. La metodologia usada en este trabajo fue de tipo descriptivo y exploratorio, que se enmarca en el enfoque de investigacion de tipo historico y que usa la tecnica del analisis de contenido para interpretar los datos. Para ello, se han identificado y clasificado los tipos de ejercicios y problemas que los manuales incluyen, asi como los sistemas de representacion y las numerosas situaciones o contextos, especificas de la disciplina, que los autores emplearon para exponer los contenidos de las obras. Los resultados obtenidos muestran el interes de los autores por ayudar a los agrimensores y aspirantes a perito agrimensor, a aplicar los extensos conocimientos teoricos de las matematicas a las aplicaciones practicas a las que debian enfrentarse para desarrollar adecuadamente su labor.

Objective. The increase of scientific production during the last few years has aimed to carry out different bibliometric studies. In this line, this study analyses the Brazilian journals included in the impact index of the SCOPUS database, SCImago Journal Rank, in the category Education from 2000 to 2015. Method. In order to do this study, all the data related to the documents published in these journals during this period were downloaded from the SCOPUS database and frequency counts were made, they allowed to identify the patterns of production of documents by journal and by year, the most productive institutions and countries and to determine the degree of collaboration in authorship and the pattern of citation received. Results. The results show a significant increase in the production of these journals, but with a very local source in this scientific community and with a small number of citations per document.

The paper presents a bibliometric study on the fit of Lotka’s law on Information Science & Library Science journals indexed in Social Science Citation Index of Journal Citation Report from the period 1956 to 2014. The parameters of the Lotka's law model, C and α, were found using the linear least squares method and the Kolmogorov-Smirnov test was applied to estimate the kindness of adjustment of the results to the Lotka’s distribution. It was found that the pattern of publication of the LIS category articles fits to Lotka’s law.

Resumen Este trabajo presenta un estudio sobre algunos libros de matemáticas publicados en castellano durante el siglo XVI. A lo largo de él, se han identificado y categorizado los ejemplos utilizados en estos manuales y su relación con las situaciones cotidianas de la época. Para ello se ha realizado un análisis histórico-matemático apoyado en la técnica de investigación del análisis de contenido de libros de texto, ampliamente utilizado por diversos autores en investigaciones relativas a la Historia de las Matemáticas y la Educación Matemática. Todas las obras analizadas presentan, en general, bastantes similitudes. En ellas se incluyen un elevado número de ejemplos aunque la gran mayoría de ellos están relacionados con asuntos comerciales y otras situaciones cotidianas de mercaderes y contadores. Abstract This paper shows a study about some mathematics books written in Spanish and published during the 16th century. All the examples included in these books and their relations with daily situations from that time have been identified and categorized. In order to do that, we made an historical-mathematical analysis supported by the content analysis technique of textbooks, widely used by authors in researches related to the history of mathematics and mathematics education. In general, all the books included in this study present many similarities. The analysis has highlighted the large number of examples included in each book even though most of them are related to trade and to common situations of accountants and businessmen of that century.

Despite its important position in academic and scientific fields, as well as in daily life, statistics is a subject that generates negative attitudes within most t disciplines in the college curriculum. This paper proposes a method for analysing different students' attitudes toward statistics using paired ANOVA tests for comparing components and groups, and discriminant analysis application for measuring the discriminant power of different components. This method was applied to a sample of 145 teachers in training from the University XXX who were studying for degrees in Spanish, English, social sciences, and mathematics during the 2016-2017 academic year. Pedagogic and anthropologic components were established using Estrada's Scale of Attitudes toward Statistics (EAEE). All the students were characterized on such a scale. The results show higher scores, mainly in instrumental components (and, to a lesser extent, cognitive and social components) from students majoring in mathematics. Furthermore, the cognitive component that most strongly characterizes students working toward a degree in social sciences, which suggests that they perceive statistics as a reliable subject but are not as aware of its utility when facing problems in everyday life. The information obtained in this study can be used to devise strategies that can lead to an improvement in future teachers' attitudes toward statistics, which would, in turn, improve the performance of their future students.

During the sixteenth century, a relevant number of books related to practical arithmetic were published in Spain. This paper presents a comparative study that aims to identify the object and target of five old mathematics books and the main contents of these books. In order to do so, all the contents and all the examples found in five arithmetic books written during the first half of the 16th century were identified and categorised. A historical-mathematical analysis using a content analysis technique was then applied. The results show the authors’ concerns about mathematics at the time and the different contents that were included in some arithmetic books of this century.

En este artículo se proporcionan una serie de argumentos que apoyan la tesis de que las universidades están experimentando, o pueden experimentar en un futuro próximo, un conjunto de importantes cambios inducidos por las tendencias tecnológicas y sociales hacia la digitalización. Se aporta una definición básica de la Trasformación Digital de las Instituciones de Educación Superior para cuyo estudio riguroso se plantea un marco de referencia teórico que desglosa el proceso de transformación digital en siete dimensiones o esferas de actividad. Se considera, además, la dimensión de la gobernanza del propio proceso de transformación digital. Para cada uno de estos ocho niveles se definen varias variables, hasta un total de diez y ocho, que conforman un modelo teórico que puede ser aplicado al diseño de investigaciones empíricas, con enfoques tanto cuantitativos como cualitativos, para el análisis sistemático de las implicaciones de la transformación digital en las Instituciones de Educación Superior. This article puts forward a number of arguments supporting the thesis that universities are experiencing, or may experience in the near future, a set of important changes brought about by technological and social trends towards digitization. A basic definition of the digital transformation of Higher Education Institutions is provided as well as a theoretical framework that breaks down the process of digital transformation into seven dimensions or spheres of activity. Additionally, the aspect of govern ance of the process of digital transformation is examined. For each of these eight levels, several variables are defined, eighteen in all. The theoretical model can be applied to the design of further empirical research, with both quantitative and qualitat ive approaches, for the rigorous and systematic analysis of the implications of digital transformation for Higher Education Institutions.

Se presenta un analisis bibliometrico de la produccion cientifica rea lizada en Colombia indexada en la base de datos SciELO Citation Index . Algunos de los objetivos fueron determinar el volumen de la produc cion y determinar el grado de colaboracion, identificar las universida des colombianas mas productivas y determinar cuales son los pares academicos en la investigacion cientifica y tecnologica en Colombia. Se analizaron 15 302 documentos publicados en doce anos. Se hallo un notable incremento en la produccion, con un grado de colaboracion global de 0,75. Las universidades publicas son las que mas publican, destacando la Universidad Nacional y la Universidad de Antioquia. Tambien se constato un aumento de la colaboracion internacional, especialmente con los paises de la region latinoamericana. Es- pana es el principal socio academico de Colombia. Hay un sesgo en favor de las publicaciones realizadas en revistas nacio nales. Las Ciencias de la Salud se confirman como el mayor nucleo de la produccion cientifica en Colombia. Colombian Scientific Production Indexed in SciELO: A Bibliometric Analysis This paper presents a bibliometric analysis of Colombian scientific production, which SciELO has indexed in its citation index database. Some of the objectives were to determine the production volume and the degree of collaboration, to identify the most productive Colombian universities and determine whom the academic peers for scientific and technological research were in Colombia. The study analyzed 15302 documents published in 12 years. The study found a noticeable increase in production with a 0.75 degree of global collaboration. Public universities are the universities that most published highlighting Universidad Nacional y la Universidad de Antioquia. This work also confirmed an increa se in international collaboration, especially, cooperation with countries in the Latin American region. Spain is Colombia’s main academic partner. The study found unnoticeable increase in production with a 0.75 degree of global collaboration. Public universities are the universities that most published highlighting Universidad Nacional y la Universidad de Antioquia. This work also confirmed an increase an international collaboration, especially cooperation countries in the Latin American region. Spain is Colombia’s main academic partner. There is the bias in pro of publications in Colom bian magazines. The study confirm that Healthcare Sciences are the greatest nucleus scientific produc tion in Colombia.

The present study focuses on a collaboration of a citation analysis of the JCR journals of the categories Demography and Urban Studies indexed in Social Science Citation Index from the period 2000–2016. A total of 64 journals were covered (26 for Demography and 38 for Urban Studies). We found that the percentages of multi-authored documents in both categories are very similar; moreover, the citation distribution is shown to be increasing in both but behaves slightly different in the two samples analysed. It seems to be a relation between the number of citations a document received and the number of authors. Regarding international collaboration, both categories present a similar type of network with densities of the kind of social science networks. Anglo-Saxon countries are the most prolific ones and the biggest collaborators in both networks. Urban Studies shows a relative importance to countries of emerging economies since it indexed more journals in the sample with a wider regional scope.

El carácter formativo de los libros de texto se incrementa cuando incorporan criterios y ciertos principios didácticos para la comprensión de sus contenidos. La faceta didáctica de los libros de texto era conocida por los autores españoles de matemáticas durante los siglos XVIII y XIX. Mediante el estudio de algunos manuales matemáticos publicados en España en este periodo, identificamos determinados criterios didácticos que sus autores han puesto de manifiesto en la organización de los contenidos. Los criterios de análisis son: actualización, originalidad, rigor y precisión, interés social de las matemáticas, principios filosóficos y principios didácticos. The formative nature of textbooks increases when criteria are incorporated and certain teaching principles for the understanding of their contents. The didactic facet of the textbooks was known by the Spanish authors of mathematics since the eighteenth and nineteenth centuries. By studying some mathematical textbooks published in Spain in this period, we identified certain educational criteria that the authors have shown in the organization of the contents. The criteria for analysis are: update, originality, exactitude and precision, social interest in mathematics, philosophical principles and didactic principles. O caráter formador dos livros de texto aumenta quando eles incorporam critérios e certos princípios didáticos para a compreensão dos conteúdos. A faceta didática dos livros escolares era conhecida pelos autores espanhóis de matemática durante os séculos XVIII e XIX. Através do estudo de alguns manuais de matemática publicados na Espanha nesse período, identificamos determinados critérios didáticos que seus autores puseram na organização dos conteúdos. Os critérios de análise são: atualização, originalidade, rigor e precisão, interesse social da matemática, princípios filosóficos e princípios didáticos. Le composant formatif des manuels scolaires s'accroît lorsqu'on inclut des critères et certains principes didactiques pour la compréhension de ses contenus. L'aspect didactique des manuels été déjà connu par les auteurs espagnols en mathématiques pendant le XVIIIe et le XIXe siècle. Par le moyen de l'étude de quelques manuels mathématiques publiés en Espagne à cette époque-là, on a identifié certains critères didactiques que les auteurs ont mis en évidence dans l'organisation des contenus. Les critères d'analyse sont : actualisation, originalité, rigueur et précision, intérêt social des mathématiques, principes philosophiques et principes didactiques.