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Initial teacher training is a decisive process in the purpose of moving towards fully inclusive schools through, in particular, training processes that facilitate the removal of barriers to learning, including those that originate in the teacher him/herself. In this sense, this study focuses on the perceived self-efficacy of primary school teachers in initial training from the perspective of the MTSK model of Mathematics Teacher Specialized Knowledge. Based on affective scales together with two self-efficacy scales designed ad hoc, and duly validated, and through a hierarchical cluster analysis, we proceeded to identify different profiles of teachers in initial training on a sample of 161 first year students of the Degree in Primary Education at the University of Valladolid. The results show three profiles with well-defined characteristics that can be useful as a diagnosis of the situation but, above all, as a starting point for the design of teaching-learning processes that adequately address the three profiles allowing their evolution throughout the initial training towards states that do not pose an obstacle to the full development of the teacher as a professional trained for a full inclusive mathematics education. La formación inicial del profesorado es un proceso determinante en el propósito de avanzar hacia escuelas plenamente inclusivas a través, en particular, de procesos de capacitación que faciliten la supresión de barreras para el aprendizaje, incluidas las que tienen su origen en el propio docente. En este sentido, este estudio dirige su mirada hacia la autoeficacia percibida del profesorado de Primaria en formación inicial desde la óptica del modelo MTSK de Conocimiento Especializado del Profesor de Matemáticas. Apoyándose en escalas afectivas conjuntamente con sendas escalas de autoeficacia diseñadas ad hoc, y debidamente validadas, y a través de un análisis de conglomerados jerárquicos, se procede a identificar diferentes perfiles de profesorado en formación inicial sobre una muestra de 161 estudiantes de primer curso del Grado en Educación Primaria de la Universidad de Valladolid. Los resultados muestran tres perfiles con características bien definidas que pueden resultar útiles como diagnóstico de situación pero, sobre todo, como punto de partida para el diseño de procesos de enseñanza-aprendizaje que atiendan adecuadamente a los tres perfiles, permitiendo su evolución a lo largo de la formación inicial hacia estados que no supongan obstáculo para el completo desarrollo del profesorado como profesional capacitado para una educación matemática inclusiva plena.

Wireless electroencephalography (EEG) devices allow for recordings in contexts outside the laboratory. However, many details must be considered for their use. In this research, using a case study with a group of third-grade primary school students, we aim to show some of the potentialities and limitations of research with these devices in educational settings. Several balances are apparent in the development of these experiences: between the interests and possibilities of the research teams and the educational communities; between the distortion of life in the classrooms and the opportunities for collaboration between academia and practice; and between the budget and the ease of preparing the equipment and the usefulness of the collected data. Among their potentialities is the knowledge that they allow access to different cognitive and emotional processes, and the learning opportunity represented by the links between researchers and educational communities. Life in the classrooms is interrupted by these types of experiences, but this can be a cost that facilitates more integrated future developments that benefit teaching and learning processes. Los nuevos dispositivos de electroencefalografía (EEG) inalámbricos permiten realizar registros en contextos fuera del laboratorio. Sin embargo, para su utilización hay que tener en cuenta muchos detalles. En este trabajo, a partir de un estudio de caso instrumental con un grupo de escolares de tercer curso de Educación Primaria, se pretende mostrar algunas potencialidades y limitaciones de la investigación con estos dispositivos en contextos educativos. Se aprecian varios equilibrios en el desarrollo de estas experiencias: entre los intereses y posibilidades de los equipos de investigación y las comunidades educativas; entre la distorsión de la vida en las aulas y las oportunidades de la colaboración entre la academia y la práctica; y entre el presupuesto y la facilidad de preparación de los equipos y la utilidad de los datos recogidos. Entre sus potencialidades encontramos el conocimiento al que permiten acceder sobre diferentes procesos cognitivos y emocionales, y la oportunidad de aprendizaje que suponen los nexos entre investigadores y comunidades educativas. La vida en las aulas se ve interrumpida por este tipo de experiencias, pero ello puede suponer un coste que facilite desarrollos futuros más integrados que beneficien los procesos de enseñanza y aprendizaje.

The presence of social media platforms in secondary students’ daily life is growing on but it may appear difficult to know which ones are more convenient for academia, particularly among secondary school pupils who are commonly substantial internet-based life clients. This study seeks to understand Zambian pupils’ profiles of social media usage, in particular, in mathematics learning environments, mainly focusing on Facebook. Primary data sources were collected using a validated questionnaire from 288 participants at Wusakile Secondary School in Kitwe comprising of Grade 11 and Grade 12 pupils. Results revealed that Facebook was the most widely used application and that there was no statistically significant difference in pupils’ mathematics Facebook usage based on gender while there was when considering grade level. Results also indicated that Grade 11 pupils’ mean scores for social media usage were higher than those from Grade 12 pupils. Finally, results show that in the absence of mathematics classroom instructions, some pupils are also having mathematics discussions outside the classroom by means of social media, particularly on Facebook, although this academic use is still far from being relevant.

Attitudes are central to the affective domain in mathematics. However, we still have a long way to go to reach a clear consensus on the characterization of such construct and its operationalization, as there are a wide variety of intertwined approaches depending on the theoretical framework that accompanies each of them. In this article, we explore the idea of incorporating ethics as part of a new characterization of attitude in problem solving contexts by means of an instrumental case study consisting of a key informant 10th grade student. Data were collected via classroom observations, questionnaires, semi-structured interviews and written productions. Results were analyzed using the lens of Aristotelian Ethics and the Theory of Creative Intelligence and show how happiness, responsibility and strength are key concepts that help to describe and understand the way the student behaves when solving mathematical problems. We conclude that besides the traditional attention paid to attitudes towards math, it is worth directing our attention towards attitudes influenced by ethics and personal affect as a whole.

El presente artículo pretende conocer la opinión de la población situada en regiones rurales europeas sobre diversas cuestiones relacionadas con el desarrollo internacional. La necesidad de disponer de una ciudadanía activa que abogue por un desarrollo humano, sostenible y justo hace que este estudio posea una relevancia especial. La metodología empleada fue cuantitativa, pues se realizó un estudio de encuesta en el que participaron 3026 personas de Bulgaria, Chipre, España, Grecia, Italia, Malta y Polonia. Los resultados indican que es necesario mejorar la formación de la población rural europea ante cuestiones globales y de desarrollo para promover una transformación social., This article seeks to ascertain the views of people living in Europe's rural regions on various issues related to international development. The need to have an active citizenship that advocates human, sustainable and fair development makes this study particularly relevant. The methodology used was quantitative, as a survey study was carried out in which 3026 people from Bulgaria, Cyprus, Greece, Italy, Malta, Poland and Spain participated. The results indicate that there is a need to improve the training of the European rural population on global and developmental issues in order to promote social transformation., Financiación: European Commission - EuropeAid/134863/C/ACT/Multi

A través de una estrategia de revisión creativa de la literatura conocida como mapeo científico o Science Mapping, se lleva a cabo una caracterización de la configuración intelectual del campo de conocimiento del establecimiento de puntos de corte en pruebas de evaluación referidas a criterios. Partiendo del análisis de 601 artículos científicos se identifican las tendencias de evolución del campo de conocimiento y sus principales líneas de publicación a partir de los autores, citas y la interacción entre éstas. Además, a partir de la identificación de nodos, se observa que es un tema desarrollado desde hace varias décadas con mayor crecimiento en volumen de producción científica a partir del año 2000. Este campo de conocimiento muestra una progresión desde aspectos vinculados a metodología hacia la especificación en campos de evaluación de conocimiento como el de educación y el de la salud., Through a creative literature review strategy known as Science Mapping, a characterization of the intellectual configuration of the field of knowledge about cut-off points in evaluation tests referred to criteria was carried out. Based on the analysis of 601 scientific articles, trends in the evolution of the field of knowledge and its main lines of publication was identified based on the authors, citations, and the interaction between them. In addition, from the identification of nodes, it was observed that it is a topic developed for several decades with greater growth in volume of scientific production from the year 2000. This field of knowledge shows a progression from aspects related to methodology towards specification in fields of knowledge evaluation such as education and health.

Resumen:La investigación educativa reciente y las políticas de espectro mundial en el campo de la educación ambiental establecen como objetivo prioritario para un desarrollo humano sostenible la obtención de niveles elevados de conciencia ambiental. La preocupación por este constructo en el ámbito del desarrollo profesional docente es relativamente reciente y la disponibilidad de herramientas para su tratamiento cuantitativo aún escasa. El presente trabajo muestra el proceso de diseño y validación de un instrumento, en forma de escala, para la medición de conciencia ambiental en contextos específicos de formación inicial del profesorado de Primaria. La escala queda conformada por 30 indicadores agrupados en 4 dimensiones (afectiva, cognitiva, conativa y activa) y presenta propiedades psicométricas que avalan su fiabilidad, con valores de consistencia interna adecuados ( = .873), y su validez, con resultados de Análisis Factorial Confirmatorio que muestran un buen nivel de ajuste en el modelo finalmente seleccionado (RMSEA= .031; SRMR= .071; CFI= .991 y TLI = .990). La investigación está enmarcada en un proyecto de mayor envergadura orientado al desarrollo de entornos de aprendizaje apoyados en herramientas metacognitivas que favorezcan la integración de una buena conciencia ambiental en el ejercicio diario de la profesión docente en los niveles educativos básicos, objetivo para el que resulta necesario disponer de instrumentos de medición de conciencia ambiental como la escala diseñada para el contexto de la formación inicial

Resumen: La obtencion de niveles elevados de conciencia ambiental se define como objetivo prioritario para un desarrollo humano sostenible desde las actuales politicas en el campo de la educacion ambiental. En este articulo se evalua el impacto de un programa de intervencion con enfoque metacognitivo disenado para mejorar la conciencia ambiental de estudiantes universitarios de grado en formacion inicial como futuros docentes de Educacion Primaria. El marco metodologico se ajusta a un diseno de investigacion cuasiexperimental de grupo unico con pretest y postest, empleando sobre una muestra conformada por 54 estudiantes de tercer curso del Grado en Educacion Primaria de la Universidad de Valladolid un instrumento disenado y validado para la medida de conciencia ambiental que evalua cuatro dimensiones: cognitiva, conativa, afectiva y activa. El analisis de los resultados muestra una clara tendencia hacia la mejora de la conciencia ambiental en los participantes del estudio tras su aplicacion, apoyando asi la potencial relevancia de la implementacion de programas de este tipo para contribuir a la consecucion del objetivo principal pretendido. Palabras clave: Conciencia ambiental; Diseno cuasi-experimental; Metacognicion; Estrategias metacognitivas; Formacion del profesorado Impact of a metacognitive program on the environmental awareness of the students of the primary education degree Abstract: Obtaining high levels of environmental awareness is defined as a priority objective for sustainable human development from current policies in the field of environmental education. In this article, the impact of a metacognitive intervention program designed to improve the environmental awareness of undergraduate students in initial formation as future teachers of Primary Education. The methodological framework is adjusted to a quasi-experimental research design of a single group with pretest and post-test, using a sample made up of 54 third-year students of the Degree in Primary Education of the University of Valladolid, a tool designed and validated to measure environmental awareness that evaluates four dimensions: cognitive, conative, affective and active. The analysis of the results shows a clear trend towards the improvement of environmental awareness in the study after the application of the metacognitive program, thus supporting the potential relevance of the implementation of programs of this type to contribute to the achievement of the main objective sought. Keywords: Environmental awareness; Environmental education; Quasi-experimental design; Metacognitive strategies; Sustainable development.

This paper aims to investigate in-service teachers’ ICT skills, attitudes, beliefs and the integration of ICT in the teaching of mathematics in Kabwe district. The data collected through the questionnaire was analyzed quantitatively using the Statistical Package for Social Sciences (SPSS 25.0). In order to determine the ICT skills, beliefs, attitudes and information technologies operation level in Mathematics lessons by teachers in Kabwe district, descriptive statistics and multiple regression analysis were used. The study established that one key determinant in secondary schools of Kabwe district that has significantly impacted the integration of ICTs in mathematics lessons has been the lack of ICT skills by the mathematics teachers and the know-how of how to integrate ICTs in their lessons. This paper has clearly indicated the pivotal role of teachers’ internal variable have in the successful integration of ICTs into the school Mathematics curriculum. While teachers need support to develop the necessary technological and pedagogical content knowledge that is uniquely associated with the effective use of technology in teaching mathematics, adequate support has frequently not been provided, so that unrealistic expectations have been made of teachers. The survey findings indicated that Internet, word processing, Presentation software and educational CDs are used by the teachers at least once in the teaching and learning of mathematics in a week while other ICT components are almost never integrated in the teaching and learning in a week. The data based on 92 teachers’ demographic variables showed that at least one teacher on average had previously participated in professional development courses related to integration of ICT, average years of teaching experience was 9-10 years, at least one teacher on average indicated that they have computers at home, Most of these respondents came from schools which on average had at least one computer lab, 23 computers in each lab and zero ICT facilities in the classrooms.

La construcción de un cerebro conectivo comienza en las edades más tempranas del desarrollo humano. Sin embargo, el conocimiento que ya se tiene sobre los cerebros individual y colectivo apenas se ha incorporado en el desarrollo del pensamiento matemático en Educación Infantil, donde comienzan a gestarse elementos clave para tomar decisiones, resolver problemas de la vida cotidiana, tratar con datos y comprender el entorno. Desde esta perspectiva la presente investigación marca como objetivo general analizar el proceso de enseñanza-aprendizaje de las matemáticas en Educación Infantil a partir del conexionismo, considerando como objetivos específicos, por un lado, determinar las características de una práctica matemática que promueva las conexiones y, por otro lado, identificar los distintos tipos de conexiones matemáticas para fomentar la inteligencia conectiva. La investigación se lleva a cabo a lo largo de dos años consecutivos bajo un paradigma interpretativo con un enfoque metodológico basado en el uso combinado de Investigación-Acción y Teoría Fundamentada. Los resultados han permitido concretar un prototipo de actividad o conjunto de actividades que, en forma de secuencia didáctica, promueve tres tipos de conexiones matemáticas para desarrollar la inteligencia conectiva en Educación Infantil: conceptuales, que producen nexos entre contenidos matemáticos diversos; docentes, que vinculan diversos conceptos matemáticos a través de una metodología activa y de vivenciar las experiencias matemáticas con otras materias; y prácticas, que relacionan las matemáticas con el entorno, The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision – making, problem –solving, data– processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out over two consecutive academic years under an interpretative paradigm with a methodological approach combining Action Research and Grounded Theory. The results obtained allow the characterization of a prototype of a didactic sequence that promotes three types of mathematics connections for the development of connective intelligence in young children: conceptual, giving rise to links between mathematics concepts; teaching, linking mathematics concepts through an active methodology, and practical ones connecting maths with the environment