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Presentamos el análisis de expresiones verbales de estudiantes de Educación Básica secundaria, en interacción comunicativa en una clase de geometría sobre semejanza de triángulos, usando rasgos propios del discurso matemático. Adoptamos una estrategia investigativa “basada en prácticas usuales”, con el objetivo de contrastar la hipótesis que teníamos, según la cual las verbalizaciones de los estudiantes en el aula de matemáticas suelen no ser útiles para el desarrollo del respectivo discurso, debido a rasgos intrínsecos de esas intervenciones. La hipótesis no se sostiene pues encontramos voces de estudiantes que tienen un potencial considerable para impulsar el discurso. Sin embargo, no siempre son aprovechadas por el profesor, quizá debido a una gestión que tiene como prioridad lograr la intervención de los estudiantes a costa de ejercer su papel de líder del discurso.

Resumen Caracterizamos expresiones discursivas de tres estudiantes de grado sexto sobre la frase se intersecan y el efecto que tienen en la construcción de significados colectivos y compartidos de intersección. Empleamos una estrategia cualitativa basada en prácticas usuales, para registrar información, fragmentarla sin perder el contexto donde se enmarca la interacción, y seleccionar expresiones para su análisis. Siguiendo técnicas propias de la etnometodología, el análisis se hizo en términos de: (i) inteligibilidad y autenticidad, (ii) rasgos del discurso propuestos por Sfard y (iii) nuestra conceptualización de voz colectiva y voz compartida. Encontramos un aula de geometría en la que las voces de estudiantes se construyen de forma colectiva y generan significado compartido sobre la intersección que se refleja en una transición discursiva puntual. El aporte de este documento reside en el uso de los rasgos discursivos considerados en el análisis para enfocar la mirada al discurso en el contenido matemático. Abstract We characterized both discursive expressions of three sixth grade students on the phrase intersect each other and the effect they have on the construction of collective and shared meanings of intersection. Recording data, extracting information without losing the context where the interaction is framed, and selecting expressions to analyze were all done by using a classroom-based qualitative strategy. The analysis, following techniques typical of ethnomethodology, was done in terms of: (i) intelligibility and authenticity, (ii) features of the discourse proposed by Sfard and (iii) our conceptualization of collective voice and shared voice. We found a geometry classroom in which student voices are collectively constructed and generate shared meaning about intersection, which is reflected in a punctual discursive transition. The contribution of this paper resides in the use of the discursive features regarded in the analysis to focus the gaze to the discourse on mathematical content.

El artículo tiene como objetivo presentar el análisis de la mediación semiótica que los enunciados de dos tareas “ejercieron” sobre la construcción de significado en la que se involucró un estudiante al resolver las tareas con la mínima ayuda interpretativa del profesor. El análisis, realizado con la estrategia de “entrevista basada en tareas”, se hace desde la perspectiva semiótica de la enseñanza y el aprendizaje de las matemáticas que desarrollan Sáenz-Ludlow y Zellweger, basándose en la teoría del signo triádico de Charles Sanders Peirce. A manera de reflexión final, alertamos sobre la importancia de formular cuidadosamente los enunciados en el diseño de tareas y sugerimos que es posible apoyarse en estos para lograr un aprendizaje significativo.

Presentamos un estudio de investigación interpretativa en el que a través de una entrevista no estructurada se rastrea la construcción de significado personal de un hecho geométrico por parte de un estudiante de grado séptimo; el proceso fue mediado semióticamente por la entrevistadora. El análisis, presentado a manera de viñetas, se hace desde una perspectiva semiótica basada en la teoría del signo triádico de Peirce. Se evidencia que la introducción a una actividad de índole científica puede beneficiarse notablemente de la mediación semiótica de un experto, en particular, para que el estudiante aclare, relacione y exprese sus ideas.

Proving an existence theorem is less intuitive than proving other theorems. This article presents a semiotic analysis of significant fragments of classroom meaning-making which took place during the class-session in which the existence of the midpoint of a line-segment was proven. The purpose of the analysis is twofold. First follow the evolution of students’ conceptualization when constructing a geometric object that has to satisfy two conditions to guarantee its existence within the Euclidean geometric system. An object must be created satisfying one condition that should lead to the fulfillment of the other. Since the construction is not intuitive it generates a dilemma as to which condition can be validly assigned initially. Usually, the students’ spontaneous procedure is to force the conditions on a randomly chosen object. Thus, the second goal is to highlight the need for the teacher’s mediation so the students understand the strategy to prove existence theorems. In the analysis, we use a model of conceptualization and interpretation based on the Peircean triadic SIGN.

Using a semiotic perspective based on Peirce’s triadic sign theory, we try to capture part of the complexity that teacher and students encounter during the transition from an empiric procedure used to solve a geometric problem to a mathematical procedure needed to validate the construction, within a theoretic system for Euclidean geometry.

Reportamos resultados de una investigación1 realizada en torno a la interpretación de la condicional y al uso que de ella hace un grupo de estudiantes para profesor de matemáticas en el marco de un curso de geometría plana. Analizamos los resultados de dos cuestionarios aplicados, uno al inicio del curso y otro al final, con el objetivo de comparar su interpretación y uso de la condicional. Los cambios estarían generados por la implementación, a lo largo del semestre, de algunas estrategias didácticas tendentes a favorecer el acercamiento a los usos e interpretaciones de la condicional desde la matemática., We report research findings with respect to the interpretation of conditional statements and their use by a group of pre-service mathematics teachers of a Euclidean geometry course. We analyze the results of two questionnaires applied to the students, one at the beginning of the course and the other at the end, to compare their interpretation and use of conditionals. The changes would be generated by the implementation of some didactic strategies throughout the semester, to favor the approach to uses and interpretations of the conditional in mathematics.

BACKGROUND. Confidence and self-confidence are crucial practice elements in nursing education and practice. Nurse educators should have an understanding of the concept of confidence in order to assist in the accomplishment of nursing students and their learning of technical and nontechnical skills. With the aim of facilitating trusted care of patients in the healthcare setting, nursing professionals must exhibit confidence, and, as such, clarification and analysis of its meaning is necessary. PURPOSE. The purpose of this analysis is to provide clarity to the meaning of the concept confidence/self-confidence, while gaining a more comprehensive understanding of its attributes, antecedents, and consequences. METHOD. Walker and Avant's eight-step method of concept analysis was utilized for the framework of the analysis process with model, contrary, borderline, and related cases presented along with attributes, antecedents, consequences, and empirical referents identified. CONCLUSION. Understanding both the individualized development of confidence among prelicensure nursing students and the role of the nurse educator in the development of confident nursing practice, nurse educators can assist students in the development of confidence and competency. Future research surrounding the nature and development of confidence/self-confidence in the prelicensure nursing student experiencing human patient simulation sessions would assist to help educators further promote the development of confidence.

Carroll, J. (2015). Tools for Teaching in an Educationally Mobile World. (Internationalization in Higher Education Series). Oxon: Routledge. ISBN: 9780415728010

El significado de un objeto geométrico se va consolidando en el uso que se hace de su definición y de los enunciados que establecen sus propiedades; también, en el uso que se hace del objeto mismo como herramienta. Así, entender un objeto geométrico involucra, entre otras cosas, hacer operativa su definición. Es decir, el estudiante debe poder llegar a usar de manera pertinente la definición, en calidad de garantía, en el marco de la producción de demostraciones. En este artículo se analizan aspectos de la construcción del significado de rayo asociados al uso de la definición como garantía. Este análisis tiene sus raíces en el signo triádico de Peirce y en la evolución de los interpretantes del profesor y de los estudiantes mientras se esfuerzan por hacer operativa tal definición. Además, ilustra la articulación de las nociones «construcción de significado» y «mediación semiótica del profesor»., El significat d'un objecte geomètric es va consolidant en l'ús que es fa de la seva definició i dels enunciats que estableixen les seves propietats; també, en l'ús que es fa de l'objecte mateix com a eina. Així, entendre un objecte geomètric involucra, entre altres coses, fer operativa la seva definició. És a dir, l'estudiant ha de poder arribar a usar de manera pertinent la definició, en qualitat de garantia, en el marc de la producció de demostracions. En aquest article s'analitzen aspectes de la construcció del significat de raig associats a l'ús de la definició com a garantia. Aquesta anàlisi té les seves arrels en el signe triádico de Peirce i en l'evolució dels interpretants del professor i dels estudiants mentre s'esforcen per fer operativa tal definició. A més, il·lustra l'articulació de les nocions «construcció de significat» i «mediació semiòtica del professor»., The meaning of a geometric object is consolidated through the use of its definition and of the statements that establish its properties; also in the use of the object itself as a tool. So, understanding a geometric object involves, among other things, operationalizing its definition. That is, the learner should be able to pertinently use the definition as a warrant for statements when producing a proof. This article analyzes aspects of meaning-making of ray associated to the use of the definition as warrant. This analysis is rooted in the Peircean triadic sign and in the evolution of the teacher and learners’ interpretants while they made the effort to operationalize such definition. Also, it illustrates the articulation of the notions «meaning-making» and «teacher semiotic mediation».

Aim. To determine the effectiveness of the Health Care Intervention Service (HIS), an early intervention program for general hospital patients with alcohol dependence or at risk for alcohol dependence . Design, setting and participants. HIS consists of screening, assessment and assignment to either full or risk-reduction intervention. Full intervention includes a referral to treatment. Outcomes were compared across three groups: those who received a full intervention, those who received a risk-reduction intervention, and a comparison group of similar patients from hospitals with no HIS program. Patients were screened for alcohol involvement and interviewed during their hospitalization (prior to the intervention in HIS hospitals) and again 6 months following the intervention . Findings. Full intervention was effective in increasing the probability of abstinence, reducing the number of heavy drinking days, and encouraging patients to accept the referral to treatment. Risk-reduction intervention was effective in reducing alcohol consumption and consequences, but only for those patients who had some signs of dependence at the first interview . Conclusions. HIS has demonstrated its effectiveness in a "real world" bureaucratic and clinical environment.

Cristalizar la aproximacion metodologica que puede utilizarse en un curso de geometria plana euclidiana es el proposito principal de este libro. Tal aproximacion metodologica se describe a traves del tipo de tareas que se proponen a los estudiantes, el recurso tecnologico que los apoya para realizarlas y el tipo de interaccion entre profesor y estudiantes o entre estos ultimos, que soporta la construccion de conocimiento en el aula. Especificamente, la cristalizacion se refleja en la presentacion de los 46 problemas abiertos que se proponen, cuya resolucion propicia una discusion matematica suficientemente rica para que se construyan los elementos que conformaran el sistema teorico que se va consolidando a lo largo del curso de Geometria Plana, del programa academico que la Universidad Pedagogica Nacional ofrece para la formacion inicial de profesores de matematicas.

El presente libro esta dirigido a personas interesadas en la investigacion en Educacion Matematica, profesores y estudiantes de doctorado y de maestria. Con el se pretende contribuir a suplir una deficiencia de bibliografia de referencia que oriente procesos investigativos en la comunidad educativa de habla hispana. Para ello, se presentan dos investigaciones realizadas: una por el grupo Aprendizaje y Ensenanza de la Geometria, y otra por el grupo Educacion Estadistica, del Departamento de Matematicas de la Universidad Pedagogica Nacional (Bogota, Colombia) en 2010 y 2011, con el apoyo del Centro de Investigaciones, CIUP. Ambos equipos centraron su mirada investigativa en la formacion inicial de profesores con la conviccion de que, al reconocer que la geometria y la probabilidad son fragiles en la matematica escolar, es necesario incidir en la formacion matematica de los proximos profesores para fortalecer, a futuro, estos dominios en la escuela.

Analizamos la actividad demostrativa de tres estudiantes de un curso universitario de geometría, cuando trabajan colaborativamente en la resolución de un problema. Subyacente a la resolución está la producción de un teorema dentro de una teoría determinada. El análisis se concentra en identificar y seguirles el rastro a las ideas matemáticas surgidas, y en identificar, en las acciones de los estudiantes, los tres aspectos que según Habermas caracterizan un comportamiento racional (teleológico, epistémico y comunicativo), con miras a describir la participación de los estudiantes. Los hallazgos nos permiten afirmar que es posible que estudiantes de pregrado produzcan un teorema Abstract. We analyze the proving activity of three students of a university geometry course, when they were working collaboratively to solve a problem. Underlying the solution process is the production of a theorem within a determined theory. With the purpose of describing the students’ participation, the analysis concentrates in identifying and keeping track of the mathematical ideas that emerge and in identifying, in the students’ actions, the three aspects that, according to Habermas, characterize a rational behavior (teleological, epistemic and communicative). The findings permit us to affirm that undergraduate students can produce a theorem.

En este artículo reportamos un uso novedoso de la función de arrastre de los programas de geometría dinámica, puesto al servicio de la enseñanza de la demostración. Éste sucede cuando el profesor, atento a enriquecer la actividad matemática de sus estudiantes, aprovecha el recurso tecnológico, disponible en el aula, para sugerir una vía de validación de la conjetura de un grupo de estudiantes e impulsa con ello una experiencia significativa de participación de los miembros de la clase en la actividad demostrativa.

There is increasing evidence that epidermal cytokines may have an important role in mediating inflammatory and immune responses in the skin. A number of cell types in the epidermis are capable of secreting cytokines including keratinocytes, Langerhans cells, melanocytic cells, and even Merkle cells. Keratinocytes are the major source of cytokines in the epidermis and have been reported to secrete IL-1, IL-3, IL-6, IL-8, CSF, TNF alpha, TGF alpha, TGF beta, and PDGF. Normally these cytokines are not actively secreted by keratinocytes; however, a number of agents are capable of mediating keratinocyte cytokine production, including cytokines themselves. We examined the effect of a number of cytokines on keratinocyte IL-1, IL-6, GM-CSF, and PDGF production. It was found that these keratinocyte cytokines are all modulated by one or more cytokines, including several that keratinocytes themselves secrete. These effects appear to be mediated by high-affinity cytokine receptors on keratinocytes. We are only beginning to understand the molecular mechanisms underlying the production, regulation, and precise role of keratinocyte cytokines in normal and diseased skin; however, recent studies suggest that cytokines secreted by epidermal cells and lymphoid cells may be important modulators of keratinocyte cytokine production.

This article describes the background, development, and beginning implementation of a nursing research action plan for New York state. Working together over the past two years and building on past collaborative efforts, the New York State Nurses Association (NYSNA) and the Foundation of the NYSNA created an agenda for nursing research in New York state. The agenda contains five major goals, subgoals, an action plan for achieving these goals, and desired outcomes. Several implementation activities, including initiation of Web-based activities, strategies to bring research to the clinical nurse, and the development of a proposal to create evidence-based practice teams, are under way. The process of agenda development may serve as a model for other associations or organizations.

A morbidly obese 60-year-old Hispanic woman with chronic obstructive pulmonary disease, renal failure and asthma but no history of skin disease was hospitalized for a putative urinary tract infection. She had developed a red pruritic painless rash 2 days after starting famotidine. She was allergic to ampicillin and had taken dexamethasone, prozac, percocet, diltiazem, theophylline, ciprofloxacin and albuterol in the preceding month’s hospitalization. Examination revealed diffuse erythema, a positive Nikolsky’s sign and erosions on her torso (Fig. 1) and fragile 2 – 3 mm pustules over her chin, neck and forearms (Fig. 2). Her palms, soles and mucous membranes were clear. Blood analysis revealed leucocytosis (30,600/cc), neutrophilia (95.6%) and few eosinophils (0.3%). Liver enzymes and screening for lues (RPR) were normal. Bacterial culture of blood and urine grew no organisms. Bacterial cultures of eroded neck skin grew Staphylococcus epidermidis. Both frozen sections and haematoxylin and eosin biopsies revealed subcorneal blistering, devoid of necrolytic keratinocytes, acantholysis, spongiosis and organisms, findings consistent with AGEP rather than TEN, pustular psoriasis or staphylococcal scalded skin syndrome. Famotidine was discontinued, clobetasol proprinate applied and the rash resolved without sequelae in 3 days.

Skills, Strategies and Ways of Learning: Can we Help People Learn how to Learn?Abstract New technology and the need to learn quickly and effectively, requires that learners become deliberately instrumental in their own learning. This paper sets out to examine what is meant by learning strategies and skills. It reviews various approaches and lists some of the attributes suggested. Evidence is presented to support the idea that learning strategies can be introduced to, and assimilated by the learner and be used in subsequent learning tasks.

A group of albino rats aged 600 to 640 days was compared with four animals aged 90 to 130 days with regard to their performance on a sequential three-lever chain. The older animals gave significantly more total responses than the younger rats. Mean number of correct responses as well as percentage of accurate responses, on the other hand, favored the younger animals. Increased deprivation did not enhance performance of older animals.