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net Silvia Ibarra


On November 28, defended the doctoral thesis,

Transposition Teaching Algebra in Engineering. The Case of Linear Equations Systems

by Silvia Elena Ibarra Olmos at the Center for Research in Applied Science and Technology (CICATA), Instituto Politecnico Nacional, Mexico.

SUMMARY:
This paper presents a study of changes that you have a knowledge of algebra, the reference to systems of linear equations, from which is included in an engineering curriculum until it is staged in classroom. This process of change is an example of the phenomenon known as transposition in Mathematics Education Teaching, which consists, in general, in the series of transformations that it undergoes a mathematical knowledge to move from one institution to another. From then on the acceptance of the existence of transposition, we looked at to characterize the micro level, for which we use some approaches that are part Approach ontosemiotic of Cognition and Instruction Mathematics: the notions of referential meaning, Meaning and Significance Intended Implemented, each of which is described by paths and epistemic and educational settings. This approach allowed us to perceive what and in what way were the changes that occurred to the systems of linear equations, in addition to its impact on the algebra curriculum of engineering students at a public university in Mexico.

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Conferences - Seminars Teaching Analysis "Thesis

the week from 24 to 29 November John D. Godin gave a lecture followed by seminar, entitled, "Developing Educational Skills Analysis Professor of Mathematics "in the following Mexican institutions:

- Universidad Autonoma de Guerrero, Department of Mathematics, Head of Acapulco.

- Center for Research in Mathematics Education Mathematics Academic Unit of the Autonomous University of Guerrero, Headquarters Chilpancingo.

- Mathematics Education Department, CINVESTAV, Mexico.

SUMMARY:
One of the main tasks of the math teacher is the design, implementation and evaluation of their teaching practice in order to promote student learning . It is well known the complexity of this task, if we consider the various facets involved and the factors that affect teaching and learning of mathematics. This conference will present some theoretical notions that can help teachers reflect on their own mathematics teaching practice, while opening new perspectives for research in mathematics education. These notions are based on the theoretical approach on the mathematical knowledge and learning that we describe as "ontosemiotic", which takes into account the epistemic dimensions (played as an anthropological), cognitive (a semiotic approach) and instructional (an approximation socio-constructivist) the study of mathematics.

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Eusebio Olivo


The October 3, 2008 defended the thesis entitled,

"Meaning of the confidence intervals for engineering students in Mexico"

by Eusebio Olivo Suarez, a professor at Tecnológico de Monterrey (Mexico), under the direction of Dr. Carmen Batanero , Department of Mathematics Education at the University of Granada.

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Suárez PhD in Maracay


The October 2, 2008 defended the thesis PhD entitled,

THE INTEGRAL IN A REAL VARIABLE IN THE TRAINING TECHNICAL COLLEGE: DIMENSIONS FOUND IN THE TEACHING AND LEARNING

by Luis E. Able P . and directed by Dr. Mario Arrieche

was presented at the Pedagogical University Experimental Libertador Pedagogical Institute "Rafael Alberto Escobar, Ed.D. (Maracay, Venezuela). SUMMARY


The integral in a real variable, is a topic of calculus has many applications in the work of technology, there is present in technical training university. However, students have difficulties to understand and apply this mathematical object. That is why this research investigated deeply and systematically on this issue. It was assumed theoretical framework Ontological-semiotic approach to cognition and mathematics instruction (Godino, 2003), as it provides tools to analyze the processes of teaching and learning of mathematics from the epistemological, cognitive and instructional brought into play in the teaching and learning of mathematics. The research methodology, was formed by qualitative and quantitative approaches, but mainly qualitatively. Epistemic analysis was developed to also delve into the institutional meaning of reference (intended, implemented and evaluated) on the integral in a real variable, identified six configurations epistemic (Godino, 2003). In assessing the process of studying for the teaching of the definite integral, developed with a group of students IUET computing career-La Victoria, we noted at the outset that the criteria for evaluating the educational adequacy allow us to perfect the process . In response to them can highlight a few conclusions: a) It is necessary to harmonize the geometrical and analytical aspects present in the concept of integral, b) using mathematical software to simulate processes quadratures which improves the ability of abstraction and infinite geometric issues, c) if the students are clear about the concepts, theorems and interpretations of the integral geometric a real variable, can solve problems using the computer even have a deficiency in the calculation and d) the difficulties of students in the integral calculus are determined by deficiencies in basic operations of algebra and arithmetic.

Descriptors:
The integral variable in a real, ontological-semiotic approach, personal meanings, meanings institutional teaching experience, educational qualifications and epistemic configuration.

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Thesis Manuel García Armenteros


The September 16, 2008 defended the thesis entitled:
"institutional and personal meanings of the limit of a function in the training process of a first class Bachelor" was presented by Manuel
García Armenteros in the Department of Didactics of Experimental Sciences and Mathematics at the University of Jaén.

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Chapter in" Handbook of Mathematics Teaching Research "Research Report

Font, V. & Rubio, N (2008). Onto-semiotic tools for the analysis of Our own practice. In B. Czarnocha (ed.), Handbook of Mathematics Teaching Research: Teaching Experiment - A Tool for Teacher-Researchers (pp. 165-180). University of Rzeszów: Rzeszów, Poland.


Abstract:
The analysis of the educational practise is an important part of professional development, as it permits reflection on the various issues that condition the teaching and learning processes. The complexity of these processes requires the integration and application of theoretical tools that facilitate carrying out a systemic analysis. The perspectives required to analyse mathematical practice in the classroom are diverse, but can be usefully grouped in three categories: 1) the epistemic perspective, the goal of which is to provide adequate tools - what we shall refer to as "onto-semiotic" tools - for analysing the objects and mathematical processes (personal and institutional) that intervene in an instructional process; 2) the normative perspective, which should furnish us with the tools for analysing the sociomathematical and social norms that regulate the study process; and, 3) the axiological perspective, which provides us with the tools to evaluate the efficacy of teachers' own practice. In this paper, we centre our study on the epistemic perspective and use the notions drawn from the onto-semiotic approach to mathematical cognition in analysing a textbook task.

Este trabajo se puede descargar de esta web:
http://www.webpersonal.net/vfont/FontRubioTRHandbook.pdf

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PME 32 (Morelia)

Font, V. & Planas, N. (2008). Mathematical practices, semiotic conflicts, and socio-mathematical norms. En O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (eds.), Proceedings of the Joint Conference PME32-PMENA XXX (Vol 3, pp. 17-23). CINVESTAV: México.


Abstract:
We adapt the onto-semiotic approach to research in mathematics education developed by Godino and his colleagues (e.g., Font, D'Amore & Godino, 2007; Godino, Batanero & Roa, 2005) in order to better understand certain disparities in the interpretation of classroom socio-mathematical norms (Yackel & Cobb, 1996). In this approach, the experience of Disparities in the interpretation of Norms Can Be conceptualizad as the experience of semiotic Conflicts. We explore semiotic Conflicts in the mathematics classroom in relation to: 1) Mathematical Practices That Are Being Developed Within the classroom, 2) socio-Mathematical Norms That Intervene in the orchestration of the practices, and 3) Differences in the interpretation of the norms.

This paper can be downloaded at this website:
http://www.webpersonal.net/vfont/PM32.pdf

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article in the journal Relima

Ramos, A. B Font, V. (2008). Eligibility criteria and assessment of changes in the process of math instruction. Latin American Journal of Mathematics Education, 11 (2), 233-265.

Summary:
The research presented is part of the onto-semiotic approach Cognition and Instruction Mathematics and central objective is to analyze the role of eligibility criteria on the argument that teachers do when they evaluate the institutional changes in the instructional process. In particular, we investigate the value of incorporating contextualized situations the process of teaching and learning functions in the "Introduction to Mathematics", given at the Faculty of Economics and Social Sciences at the University of Carabobo (Venezuela).

This article can be downloaded from this web address:
http://www.webpersonal.net/vfont/Criteriosdef.pdf

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Teacher training from the perspective of

Hello,
I have included on the website of our group a file with a work in progress on " teacher education from the perspective of EOS "I would like to discuss through this blog, or forum-edumat virtual theory. This is the title:


Training teachers of mathematics based on guided reflection on practice. (Manuscript in review). Proposal for discussion in the Working Group, "Knowledge and Teacher Professional Development", during the XII Symposium SEIEM (Badajoz, 3 to 6 September 2008).

I've also included an additional file in word with a "Summary and issues"

The exact address is this:
http://www.ugr.es/local/jgodino/indice_eos.htm # analisis_didactico

all is appreciated comments, criticisms or suggestions, either via the forum or through the blog cos: Greetings
http://enfoqueontosemiotico.blogspot.com/
John D. Godino

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EOS EOS Conference and Teacher Training

Lecture by John D. Godino with the title,

competenze di Sviluppo di nella formazione degli Didattico analysis insegnanti di matematica,

under the "Convegno di Matematica della Didattico" celebrado en Locarno (Suiza) los días 25 y 26 de Agosto de 2008, organizada por la High Pedagogical School.

Resumen:
One of the main tasks of the teacher of mathematics is the design, implementation and evaluation of their teaching practice with the aim of promoting student learning. It is well known the complexity of this work, if we consider the different aspects involved and the factors that affect teaching and learning of mathematics. In this conference we will present some theoretical knowledge that can help mathematics teachers to reflect on their teaching practice, since it opens up new perspectives research in mathematics education. These notions are based on an theoretical knowledge and teaching mathematics we refer to as "ontosemiotico" , in which, given the size epistemic (interpreted according to an anthropological approach), cognitive (a semiotic approach) and instructional (a socio-constructivist approach) the study of mathematics.

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EOS Synthesis in poster format

updated Synthesis Approach
ontosemiotic Knowledge and Mathematics Instruction.
More details, http://www.ugr.es/local/jgodino:

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Regional Conference on Mathematics Education

In the city of Murcia (Spain) took place on 18 and 19 April 2008 the Regional Conference VI Mathematics Education, organized by the Center for Language and Communication of Murcia.

John D. Godin gave a lecture entitled,

Skills development for the analysis of Mathematics Teacher training

SUMMARY:

One of the main tasks of the math teacher is the design, implementation and evaluation of their own teaching practice in order to promote student learning. It is well known the complexity of this task, if we consider the various aspects involved and the factors that affect teaching and learning of mathematics. In this paper we present some theoretical notions that may help to think mathematics teachers on their own practice, while opening new perspectives for research in mathematics education. These notions are based on the theoretical approach on the mathematical knowledge and learning that we describe as "ontosemiotic" , which takes into account the epistemic dimensions (played as an approximation anthropological), cognitive (a semiotic approach) and instructional (a socio-constructivist approach) the study of mathematics .

---

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Latin American Meeting on Education Statistics (ELEE) ICMI Study and IASE

The 4th to July 5th was held at the ITESM (Monterrey, Mexico) Latin American Meeting of Education Statistics (ELEE).

The purpose of this meeting was to gather statistical educators and teachers who participated in American Statistical Conference of the Joint ICMI / IASE Study: Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education, to exchange experiences, to complete their training in statistics education, expand contacts between them and establish future collaborative projects.

At this meeting, John D. Godino taught a workshop entitled:

Applications Onto Semiotic Approach to Teaching Analysis

The description of this workshop are here.

http://www.ugr.es/local/icmi/iase_study/

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Round Table Conference on EOS

At the International Conference organized by ICMI and IASE at ITESM, Monterrey (Mexico), from June 30 to July 4, 2008 was presented the following contribution, applying eligibility criteria didactic training for teachers of mathematics:

John D. Godino, Carmen Tanner, Rafael Roa, & Michael R. Wilhelmi,

Assessing and Developing Pedagogical Content and Statistical Knowledge of Primary Teachers Through School Project Work

This paper is available at:

http://www.ugr.es/local/icmi/ iase_study /

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activities at ICME 11, MEXICO

The 11th International Congress on Mathematics Education, held from 6 to July 13, 2008 in Monterrey, Mexico, took place the following contributions related to new developments and applications of EOS:

(1) Communication in Topic Group 27, "Mathematical Knowledge for Teaching"

John D. Godino, Mauro Rivas & Walter F. Castro. Epistemic and Cognitive Analysis of an Algebraic Arithmetic Problem-Solution

The full paper is available here:

http://tsg.icme11.org/document/get/391

(2) Poster Presentation:

DIDACTICAL ANALYSIS COMPETITIO IN DEVELOPING THE TRAINING OF TEACHERS 'MATHEMATICS PRESERVICE

John D. Godino, Walter F. Castro, Mauro Rivas and Patricia Konic

Abstract available here:

http://www.icme11.org/node/693

(3) Workshops ( Workshops):

ACTIVITIES FOR DEVELOPMENT OF SKILLS ANALYSIS OF MATHEMATICS TEACHER TRAINING

John D. Godino, Mauro Rivas, Walter F. Konic Patricia Castro (Universidad de Granada)

ANALYSIS OF TEACHING LESSONS OF TRANCRIPCIONES Mathematics Mathematics

Vicente Font, University of Barcelona (Spain), Angel Contreras, Universidad de Jaén (Spain)

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GRADEM - Research Group based on the EOS

At the University of Barcelona is consisted of the Research Group Gradin

"GROUP ANALYSIS OF RESEARCH ON LEARNING IN MATHEMATICS EDUCATION"

The group is part of the Red GRADO REMIC (Mathematics Education and Scientific Research of the Generalitat of Catalonia) and is constituted by researchers in Mathematics Education of Catalonia, Andalusia, Galicia, Navarra and Madrid and has a network of partners from different countries (USA, Mexico, Colombia, Venezuela, Argentina, Peru, Italy, Portugal, Chile and Brazil). Moreover, also involved secondary school teachers and graduate students.

His research is part of the ontosemiotic approach cognition and mathematics instruction and sociocultural approaches to learning theories. In particular, we want to develop tools for training analysis study processes that can be used in professional development mathematics teachers.

is a group:

1) is being recognized internationally with publications in leading journals research area of \u200b\u200bmathematics education: Educational Studies in Mathematics, in didactique des Recherches Mathematiques, For the Learning of Mathematics, ZDM-The International Journal on Mathematics Education, European Journal of Intercultural Studies, Journal of Education, Mathematics Education, Relima, Science Education, etc. On the other hand, has made submissions to both the major international conferences (PME, CERM, ICME, Relman, CIBEM, CIEAEM, etc.) and nationals (SEIEM, JAEM) and has been granted R & D projects competitive and innovative teaching projects.

2) Make the task of continuing education and outreach publication of articles addressed to teachers (Journal of Pedagogy, Guix, Suma, Vista School, etc..) And is associated with a group of high school math teacher, Emac Group, "Mathematics Education Review, http://dewey.uab.es/nplanas/emac/

Additional information on lines work and members of the group is available on the Internet:

http://antalya.uab.es/crecim/xarxaremic/index.php?option=com_content&task=view&id=43&Itemid = 22

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Contribution to the Topic Group 27, ICM 11, Mexico

The following web address, http://tsg.icme11.org/document/get/391

can download the contribution made by,

John D. Godino, Mauro Rivas, Walter F. Castro and Patricia Konic

to Topic Group 27 of the ICMI 11, "Mathematical Knowledge for Teaching" with the title,

AND epistemic ANALYSIS OF AN ARITHMETIC COGNITIVISM - Algebraic PROBLEM SOLUTION

Abstract:

We analyze the solution of a problem proposed on the context of a mathematics methods course for in-training primary teachers, by applying some notions of the “onto-semiotic approach” to mathematics knowledge. The generalization of the arithmetic statement given to students involves the use of algebraic reasoning, giving way to the study of the relations between arithmetic and algebra, as well as the relations between empirical and deductive argumentation. The solution of elementary problems and the epistemic-cognitive reflection on the objects and meanings used during the solution is proposed as a means to overcome a limited students’ conception on the nature of mathematics, usually reduced to its conceptual and procedural aspects.

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Article published in Educational Studies in Mathematics "

  was published online the article,  
 
  Font, V. & Contreras, A. (2008). The problem of the particular and Its 
   relation to the general in mathematics education.    
 Educational Studies in Mathematics .   (DOI: 10.1007/s10649-008-9123-7)  
 
  that can be downloaded from the  
 
    http://www.springerlink.com/content/u8441071121170p1/  
 
   
  Abstract Research in the didactics of mathematics has Shown the  importance of the    
   problem of the particular and its relation to the general in teaching and    
   learning mathematics as well as the complexity of factors related to them.    
   In particular, one of the central open questions is the nature and diversity    
   of objects that carry out the role of particular or general and the    
   diversity of paths that lead from the particular to the general. The    
   objective of this article is to show how the notion of semiotic function and    
   mathematics ontology, elaborated by the onto-semiotic approach to    
   mathematics knowledge, enables us to face such a problem.  
 

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Multidisciplinary Seminar on Communications

On Thursday April 10, 2008 was held at the Universidad del Valle (Cali, Colombia), in the framework of the Inter-institutional Ph.D. in Education, the seminar entitled, Can ontosemiotic approach in applying the various Science Education?, conducted by JD Godino.

SUMMARY:

ontosemiotic Approach (EOS) is a theoretical framework that has emerged within the mathematics education with the purpose of expressing different points of view and theoretical notions about knowledge mathematical teaching and learning. To this end we adopt a global perspective, taking into account the various dimensions involved and the interactions between them. In particular, it proposes an epistemological model of mathematics based on anthropological assumptions / sociocultural ( Bloor, 1983; Chevallard, 1992, Radford, 2006 ), a mathematical model of cognition - on bases semiotics (Eco , 1976; Hjelmslev, 1943; Peirce, 1931-58) and an instructional model - on socio-constructivist bases ( Ernest, 1998; Brousseau, 1998 ), a systemic model - green (Morin, 1977) linking together the previous dimensions and the biological background, material and sociocultural (Maturana and Varela, 1984) in which activity takes place of study and mathematical communication.

The set of tools that make up the theoretical models mentioned, and its application to various studies have been published in several papers available on the website of the research group "Theory of Mathematics Education" of the University of Granada: http://www.ugr.es/local/jgodino . A summary of the EOS is presented in Godino, Batanero and Font (2008).

As indicated, the EOS is supported and financed by contributions from various disciplines and technologies involved in human cognition, such as epistemology, psychology, sociology, semiotics, ..., and the efforts and contributions of many researchers that address the issues of dissemination and knowledge development in educational contexts. In this conference - conference, after presenting a brief summary of the origin, objectives and components of the EOS, we aim to address the following issues:

• How budgets EOS are, or not specific mathematical knowledge?
• what extent the theoretical tools offered by the EOS can be applied to other subject areas?
• What commonalities and complementarities between the EOS and other theoretical models used in research in Teaching Special and General Didactics?

References:

Bloor, D. (1983). Wittgenstein. A Social Theory of Knowledge . London, UK: The Macmillan Press.

Brousseau, G. (1998). teor The didactic situations . Grenoble: La Pensée Sauvage.

Chevallard, Y. (1992). Fundamental concepts in didactics: perspectives brought by a approache anthropological. Research in Mathematics Education, 12 (1), 73-112.

Eco, U. (1976). Tratado general semiotics. Barcelona: Lumen.

Ernest, P. (1998). Social constructivism as a philosophy of mathematics . New York, NY: SUNY.

Godino, JD Tanner, C. and Font, V. (2007). The onto-semiotic approach to research in mathematics education. DMZ. The International Journal on Mathematics Education, 39 (1-2), 127-135. [Expanded and updated version available online: http://www.ugr.es/local/jgodino ].

  Hjelmslev, L. (1943). Prolegomena to a Theory of Language (1971). Madrid: Gredos.      

  Maturana, H. and Varela, F. (1984).   The tree of knowledge. Debate, 1996.      

  Morin, E. (1977).  The method I, the nature of nature  (1986). Madrid: Cátedra.    

  Peirce, CS 1931-1958. Collected Papers  . Vols. 1-8, C. Hartshorne, P. Weiss and AW Burks (Eds.). 
 
 Cambridge, MA: Harvard University Press.    

Radford, L. (2006). The anthropology of Meaning. Educational Studies in Mathematics, 61, 39-65

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ontosemiotic approach XXI Conference on Mathematics Workshop on EOS Venezonalas

The Venezuelan Mathematics Seminar XXI have presented the following communications as part of the EOS:

1. Arrieche, Mario: Contributions of onto-semiotic approach to mathematics education in Venezuela.
2. Arrieche, Mario Martinez, Angelica: epistemic configurations surrounding the equation second grade during the Greek civilization
3. Ramos, Ana: eligibility criteria in evaluating the effect of selection-math-2006 at the Faculty of Economics and Social Sciences at the University of Carabobo.

These works can be found at this web address:

http://uicm.ucla.edu.ve/ ~ jornadasmatematicas / educacion.html

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PRESENTATION.

This Blog, is designed with the purpose to provide doctoral students access to some of the suggested materials for the development of the "Banking Law Course and Insurance ", in Program SJD joint Autonomous University of Barcelona, \u200b\u200bSpain, and Universidad Dr. Jose Matias Delgado.

statements published here have been obtained from the official website of the English judiciary and the Supreme Court of El Salvador, and occur exclusively academic purposes, as well as the rest of the documentation related to the topics of study so that, for this purpose should be used, reserving their rights to authors in the works, translations or adaptations are appropriate.

also clarifies that certain laws and documents are linked to web sites where they have been published, and if so, trying to search, the student experience any difficulty downloading, we welcome your comments on this website or e-mail radiazmartinez@gmail.com .

expected, of course, that all information contained in this blog will be useful not only for recipients, but also to the entire student community and professional laws that can access it.

Dr. Rutilio Antonio Diaz Martinez.

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Topics to be developed.

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LEGISLATION.

• ORGANIC LAW OF THE CENTRAL BANK RESERVE .-
• LAW OF THE SUPERINTENDENT OF FINANCIAL SYSTEM .-
• BANKING LAW .-
• BANKING LAW COOPERATIVE AND MUTUAL SAVINGS AND CREDIT .-
• INTEGRATION ACT MONETARY .-
• CONSUMER PROTECTION ACT .-
• REGULATION OF CONSUMER PROTECTION LAW .-
• COMPETITION LAW .-
• LAW LEASING .-
• SPECIAL REGIME AND EXCHANGE BILLS BILLS OF THE SAME .-
• INSURANCE COMPANIES ACT .-
• LAND TRANSPORT ACT, TRANSIT and road safety. Compulsory Insurance. Title VI. Chapter I. Arts. 110-115 .
• GENERAL REGULATION OF TRAFFIC AND ROAD SAFETY. Compulsory Insurance. Title I. Chapter VII. Arts. 65 to 73.

TREATIES.

• CAFTA-DR. Chapter 12. Financial Services.

foreign law.

• ACT GENERAL CONDITIONS OF CONTRACT (Spain)
• LAW 50/1980, of 8 October, CONTRACT OF INSURANCE (Spain)
• LAW OF LIABILITY INSURANCE IN THE CIRCULATION OF MOTOR VEHICLES. (Spain. Legislative Decree 8 / 2004 of 29 October) Text consolidated.

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STATISTICAL BULLETIN OF BANKS. July-Sept. 2008. SSF

2 .- INSURANCE STATISTICAL BULLETIN. July-Sept.2008. SSF

3 .- Statistical Bulletin COOPERATIVE BANKS. July-Sept. 2008.SSF

3 .- COOPERATION AGREEMENT BETWEEN THE SUPERINTENDENT SSF COMPETITION AND . 4 .-

MODEL IN GENERAL INSURANCE . (Legal expenses insurance. Spain)

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LAW PRINCIPLES, INSTRUCTION, REGULATIONS, RULES AND APPLICATIONS, STATEMENTS. OTHER DOCUMENTS

1 .- THE 25 PRINCIPLES OF BASEL I. Sept/1997

2 .- Implementation of Basel II. All in PRACTICE. July/2004

3 .- III REUNION CENTRAL TECHNICAL COMMITTEE OF SUPERINTENDENTS. ROUTE TO BASEL II

4 .- Uniform Customs and Practice FOR DOCUMENTARY CREDITS CREDITS UCP 600 (UNIFORM CUSTOMS AND PRACTICE FOR DOCUMENTARY CREDITS) 2007. 5 .-

INSTRUCTIONS FOR CHECKING ELECTRONIC COMPENSATION . 6 .-

REGULATION TO OPERATE ELECTRONIC PAYMENT SYSTEMS TYPE ACH.
7 .-
Rights "UNIVERSAL DECLARATION OF THE USER OF BANKING AND FINANCIAL

.- 1 .-

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JURISPRUDENCE.

• Lesson: 4a. Topic: 4.A. Leasing. Judgement on : "Resolution of contract. Restitution. Adedudados Claim cannons back."

• Lesson: 4a. Topic: 4.B. Factoring. Judgement on : "Factoring mode respond with the insolvency of the account debtor."

• Lesson: 5th. Topics: 5.A to 5.E. Insurance. General. Judgement on : "Leasing. Fire insurance. Crime."

• Lesson: 5th. Topics: 5.F Guardianship of the insured and general conditions of insurance contracts. Judgement on : "General Conditions of Insurance Agreement."

• Lesson: 5th. Topics: 5.G. Compulsory insurance. Judgement on: "impairment of the right to effective judicial protection."

• JUDGEMENT TO COMMENT ON GROUP. S. Lesson 2a. Item: 2.C. THE BANK ACCOUNT .

• JUDGEMENT OF HEARING ON PROVINCIAL DE MADRID 17 BANKING AND SEVERABILITY CLAUSES OF 7 OF THEM FOR DEEMED UNFAIR . Discussed in Session of 25 febrero/09.

• JUDGEMENT ON CREATION AND ISSUE OF TITULOVALOR

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in Lima (Peru)

from 13 to 15 February saw the Third International Symposium on Teaching Mathematics, organized by the Research Group for University Teaching of Mathematics (GIEMU - PUCP), Research Institute for Mathematical Education (IREM - PERU) and the Masters in Teaching Mathematics from Pontificia Universidad Catolica del Peru.

This conference was aimed at teachers college, higher pedagogical institutes and technical colleges, secondary teachers, students of pedagogical colleges and primary teachers.

The activities of this event were given the following workshops in which the theoretical framework used EOS:

1) Didactic analysis, a look from the onto-semiotic approach. Led by Norma Rubio (Pontificia Universidad Catolica del Peru) and Vicenç Font (University of Barcelona)

2) Analysis of the discursive practices of teachers on the contextualization of functions. Led by Ana Beatriz Ramos (Universidad de Carabobo).

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Definitions and relations system in the EOS

below is included the contribution made by James H. Romero C. and Pedro Javier Rojas G. (Universidad Distrital, Bogotá, Colombia) forum, conference-idm-cos, on 21/2/2008.

When a theory is complex, made vague descriptions is necessary, its contextual nature and the ability to build relationships are essential, but since our formation "traditional" discipline like mathematics, we get used to a way of acting from "the" theory of sets, at least in the university context, "with a bivalent logic, which has led to consider as a necessity that any definition that is made is completely" bordeable "-as, given an object, we decide whether or not it meets As required in the definition.

Now, if we are talking about the pragmatic (linked with space and time), it can not be approached from the theory of sets, which required just rid of space and time. Although set theory arises from specific types of practice, was not intended to capture those systems practice. If we review a number of interventions made in the context of this seminar, we may be able to recognize that in some ways, we are attempting to address the complexity of the issues raised
from the EOS using forms or procedures logical and useful language for set theory to study the "classical" (compatible with bivalent logic) perspective, for example, strengthens in us the idea that if a proposition has a truth value, its negation is a truth value otherwise, which means acceptance of the principle of the excluded; principle from other successful mathematical theories can not be assumed, as in category theory, where such failure is a requirement.

When it comes to successful not only in terms of mathematical development but also in what he has to do with their technological applications (in communications, artificial intelligence and computer among others. In particular, we recognize that the use of fuzzy logic in the design of software to do things
with bivalent logic is impossible, as capturing basic archetypes in the scanner as a tool to convert image to text-). It must be remembered that in this community of practice there are many mathematicians who do not accept the principle of the excluded, among them are
authorities at the global and Pearce, Brouwer, Grothendieck and Thom [in Colombia we can cite two well-known mathematicians: Xavier Caicedo Fernando Zalamea and Arnold Oostra].

From what discussed above, we emphasize that, even in mathematics, there are ways different reasoning, they assume different bivalent logic and the theory of the EOS is participating in a more compatible with these different ways (not exactly new) to argue, reason, and do math.

Moreover, turning to one of the documents submitted to the Seminar (Godino, 2003), we emphasize two facts related to our way of "seeing the world '

(1) The intention of" edge "with a definition. If the production of thought and instruments are inseparable, the instrument is thought-it is impossible to separate language and thought (and also sign language). Thus, in the typology proposed mathematical objects, can recognize objects as language, situations and procedures, which are distinguishable, recognizable, characterizable, but not "strongly" separable. Speaking of clear and distinct ideas does not always mean separation, while
is impossible to eliminate certain "close" and / or overlapping. As an example of a recognition of this impossibility, we return the following quote by Godino (p. 15-16):

Sfard rejects the conception proposed by the signs and meanings as independent entities and adopts the view of psychologists like Vygotsky and semiotics as Peirce, that the signs (language in general) has a constitutive role objects of thought and not merely representational. Basically agrees with Wittgenstein postulated that the "meaning of a word is in use in the language, but also has the conviction that from the psychological point of view, the problem of meaning can not be reduced only to the analysis language.
The central thesis Sfard argues in this paper is that "the mathematical discourse and its objects are mutually constitutive discursive activity, including the continued production of symbols, is what creates the need for mathematical objects, and are mathematical objects (or rather the use of symbols mediated by objects) the which, in turn, influence the discourse and brings in new directions "

[From Godino (2003). theoretical frameworks on mathematical cognition, accessed February 14, 2008 at: http://www . ugr.es / ~ jgodino/fundamentos-teoricos/02_MarcosCM.pdf ]

(2) The pragmatic nature of the EOS. Since the proposed Godino, explicitly recognizes this fact, it is precisely from there that discusses the failure As proposed by Wittgenstein (p. 17):

[...] Wittgenstein's philosophy seems insufficient to base her analysis of the processes of mathematical study.
Designing mathematics and grammar the use of symbols and expressions solve the problem of explaining the necessity of the propositions, but not to explain the effectiveness of its application, or the motivation for its adoption. How do you create the rules? Not enough to know to follow the rules, we must understand their motivation, their application, and all knowledge derive new rules useful to organize our worlds.


Pragmatics requires the use of non-bivalent logic, as all human activity is multirelacional, is managed as multiple "planes" of experience of the subject / / society. Bulhões In terms of cognitive, expressive and appealing; from Grize: cognitive, expressive and regulatory, from Habermas is added to those proposed by Grize mandatory-level expression of power. One author, probably best known for the participants of this seminar is Duval, it captures the mathematical discourse this interrelatedness of the different levels present in a discursive experience in mathematics proposing three components of the sense of propositions contained in a speech.

insist, when it comes to human activity requires taking into account that this activity exists and runs at various levels, which interact and are structured in ways that respond temporarily to the structures of the action. Other examples

theories built from a complex environment with different ways of looking at the world, Beam Theory, Topos, Motives (mathematical theory), field theory of Bourdieu (Sociological Theory), ...

Finally, do not pretend here to exhaust rich and fruitful discussion, as it can be assumed, however, will try soon develop and complement some of the ideas briefly exposed. Jaime H.

Romero C. and Pedro Javier Rojas G

(Contribution to the forum, seminar-idm-eos, held on 21.2.2008)

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Uldarico doctoral thesis


The February 11, 2008 Malaspina Uldarico defended the doctoral thesis,

Intuition and rigor in solving optimization problems. An analysis from the onto-semiotic approach to mathematics cognition and instruction

held at the Pontificia Universidad Catolica del Peru (Lima).

SUMMARY:

The thesis investigates a complex issue that involves three important aspects of mathematics and its teaching and learning. The first aspect has to do with what is meant by intuition and rigor in mathematics, the second with the process problem solving, and the third, with the interest that historically has had to study mathematics in situations that need to be optimized. These three aspects work together, with the major theoretical frameworks ontosemiotic Approach of Cognition and Instruction Mathematics (EOS). It makes theoretical contributions to conclude that there are reasons to affirm the existence of an intuition optimizer, based on contemporary cognitive science of mathematics, and proposing a way to fit the intuitive processes in the EOS, using a metaphor vector three components, which are three of the 16 processes considered in the EOS. It also shows how the epistemic configurations allow to consider together the concepts of problem formalization, intuition and rigor. As a practical contribution is a part of a quantitative and qualitative optimization problems in high school textbooks in Peru, and other concrete proposals to include optimization problems in primary and secondary, considered in three broad outlines.

Chapter 1 shows the relevance of the research problem, and makes clear that the fundamental objectives of the thesis are to answer four research questions:

1) Is there a optimizing intuition?, how it "fits" the term intuition in the onto-semiotic approach to mathematics cognition and instruction?, "this approach allows an integrated view of the notions of" intuition, "" rigor, "" problem "and" formalization " ?
2) What is the role of intuition and rigor in solving optimization problems in university students?
3) How are dealt with optimization problems in math textbooks high school in Peru?
4) Is it possible to propose optimization problems in basic education in Peru, so that stimulates intuition, allowing the development optimizing the functions of guessing, anticipating, and conclude and simultaneously pay attention to educating the formalization and rigor as a scientific attitude that complements the intuition?

This chapter also explains the methodology used.
In Chapter 2 the theoretical framework, reviewing the historical and epistemological mathematical optimization. The importance of problem solving in mathematics and teaching mathematics, with reference to historical facts and recent research on this aspect and explicitly what is meant by problem and optimization problem in the thesis, in a didactic perspective. Finally, we present an overview of the EOS.

Chapter 3, after reviewing different ways of conceptualizing the intuition, it answers the three parts of the first research question. It sets out the reasons why it is conjectured the existence of an intuition optimizer (primary type, in the terminology of Fischbein), of a comprehensive and understood as metaphorical projection, in the context of cognitive science of mathematics (Lakoff and Nunez , 2000; Núñez, 2000), that the mathematical structures that people construct stem everyday cognitive processes. Shows the fit of intuition in the EOS vector using a metaphor in understanding the intuition as a vector of three components: idealization, generalization and argumentation. Finally, it explains how the construct epistemic configuration allows you to see, including the concepts of intuition, rigor, problem and conclusion.

Chapters 4, 5 and 6 are answers to questions 2, 3 and 4 respectively. Explains the field work and analysis performed in response to questions 2 and 3 and detailed proposals with which the answer to question 4.
Chapter 7 is devoted to summarizing the conclusions and show some perspectives for further research with reference to the investigation.

The paper concludes with a list of references and the appendices in Chapters 4, 5 and 6.