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THE THESIS ADVISORS

Thesis consultancies, are a major problem in Peru. Perhaps

4 hours, are sufficient to advise a thesis student. Yes in our country extraordinary things happen, for example for a thesis advisor the amount paid by the university for a tutor either a master or doctoral thesis is equivalent to 50 U.S. Dollars in some universities up to 150 dollars in the best pay.

This includes the work that the consultant should do to guide the thesis student in the conduct of its argument, assuming the prestige, commitment and dedication that it must provide for the potential Master or Doctor. The question arises then how to 4 hours of work, equivalent to one hour a week, we have a quality thesis?. The answer is that you just can not get anything of quality.

thesis adviser makes the best effort, but despite this has serious problems to properly guide the thesis student. Universidad Peruana apparently does not value the advice of research effort, and therefore does not assess the quality of the theses, which are usually doomed to oblivion in a room of the university library without being promoted for publication. Or is it that you know beforehand that the little effort and low value given that the university gives the thesis student and the thesis is limited, not to say no.

not only is expected valuation the work of the consultants is adequate, but this place the best interest and effort in working with all the dedication and efficiency to get a quality thesis, which is published in both national and international environment.

Dr. Luis Alzamora of Goths

PhD Professor of Alas Peruanas University

Master Teachers of the Universidad Nacional Federico Villareal

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Marta Domingo's doctoral thesis Thesis


The 25 February 2009 defended his doctoral thesis, based on theoretical notions of EOS, entitled:

Coneixement The significant constructio mathematicism a l'ESO a sociocultural perspective des d'

The author is Marta Sundays, being directed by Dr. Montserrat Benlloch and Àngel Alsina and presented at the University of Vic (Catalonia, Spain).

SUMMARY:
enough is a fact known to see a clear distance between the bases of the LOE educational psychology, focusing on socio-constructivist perspective and what happens in the classroom itself today, and more specifically in the classroom Mathematics of the ESO. And is that despite the law, mathematics teachers tend to make explanatory class, examples and exercises, and stand little to let students build collectively and individually, the mathematical meaning. With the intent to influence this problem, in the framework of the thesis (Domingo, 2004) designed protocols were developed from this point of view, for the introduction of new mathematical content to students in 3rd and 4th of ESO, which then there are two important consequences: it increases the motivation and comprehensive memory of the students.
As part of the thesis is considered necessary to analyze the protocols from the point of view more qualitative, where several elements to look like the type of discourse (speech prolèptic), the type and degree of interaction between students and between teacher and students, the adequacy of the protocol to the curriculum, the way how to treat the error, and other factors affecting the protocols are "valid" from the point of view of Mathematics Education. This new perspective brings us closer to the socio-constructivist perspective of human learning, as pointed Coll (1993): If from constructivism learning is seen as an active process of the pupil through which he can build, enhance and diversify their knowledge of to the various contents from the meaning and the meaning he attributed the socioconstructivism incorporates the idea that cognitive development is a process that goes from the outside world into the inner world social, individual. Seeking an objective tool that allows us to validate our materials, and from a current literature review, we find the contributions of the approach ontosemiotic (EOS) of Godino, Font and Wilhelmi (2006), analysis of any teaching-learning content mathematicians.
In this context, the search query is configured as follows: "Under the socio-constructivist perspective, the degree of suitability educational program has the didactical transposition of mathematics content to THAT? ". Based on the final question, have finalized the following objectives: 1 .-

Analyze a program protocol didactic transposition of mathematical content at ESO (Domingo, 2004) from self-observation and make appropriate improvements, obtaining a improved protocol.
2 .- To evaluate the degree of suitability or epistemic mathematics improved protocol.

3 .- To assess the degree of cognitive adequacy of the improved protocol.

4 .- To evaluate the degree of suitability interactional improved protocol.

5 .- To evaluate the degree of suitability mediational improved protocol.

6 .- To assess the degree of emotional appropriateness improved protocol.

7 .- Assess the level of environmental soundness of the improved protocol.


Other studies carried out from the EOS (Godino and Tanner, 1994; Font and Godino, 2006; Godino, Contreras and Font, 2006; Godino, Font and Wilhelmi, 2006; De Amore and Godino, 2006; Godino, Font, Wilhelmi and Castro, 2007; Godino, Bencomo, Font and Wilhelmi, 2006) have proposed five levels or types of analysis for a process of mathematical study: analysis of the types of problems and systems of practices (meaning systemic), development of configurations of objects and processes mathematical analysis of the educational paths and interactions, identification of system and meta-rules that condition and enable the study process (policy dimension) and, finally, evaluation of educational adequacy of the study process. The first four levels are tools for teaching descriptive - explanatory, that is used to understand and respond to the question "What is happening here and why?", While the fifth aims to improve the functioning of the study process .
As part of this work we concentrate on the fifth floor, because we want to evaluate an approach to implementing the classroom. After applying the methodology provides Castro (2007), and from the context of action research, our results indicate that the level of educational adequacy of the protocol is high.
the analysis in particular each of the objectives relating to the different degrees of fitness, we have drawn some conclusions about the possible relationship between these and those with the sociocultural perspective of human learning, which allows us to supplement and enrich a little under Notional defined
- It is necessary that the teacher has a good education to obtain a high degree of suitability math, interactive, mediational and emotional.
- It is necessary that the teacher has a good understanding of reality and context of the center, as well as students, to encourage cognitive and ecological suitabilities.
- A high degree of interactional adequacy, supports and helps the activity happens on a sociocultural perspective. Necessary, but must be analyzed as the interaction.
- A high degree of emotional adequacy, supports and helps the activity happens on a sociocultural perspective.
- A high degree of emotional fitness, promotes and helps to make learning meaningful.
- The use of manipulative material is also positive from the age of 12.
- The use of manipulative material increases the degree of motivation, and retruque increases the degree of emotional fitness, encouraging, then, again, that the activity happens on a sociocultural perspective.
- The fact of working in groups, increases the degree of motivation, and retruque, increases the degree of emotional fitness, encouraging, then, again, that the activity happens on a sociocultural perspective.

With the survey we conducted we have found that the distance is much smaller, but you have to continue to investigate and make concrete proposals to assist it in mathematical terms, to tend towards zero. And, as they say Chamoso and Rawson (2004) "At certain times of the day difficult road of education, we wonder if students are able to perform some activity and organizing and thinking to achieve an adequate response. It seems very clear that they will always be given the opportunity to do so ... "(p. 38)

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deTeresa B. Thesis


On April 1, 2009 Maria Teresa Bixirão Neto (University of Aveiro, Portugal ) defended his doctoral thesis,

O Raciocínio Dedutivo ao Desenvolvimento do Ensino Secundário Nível do, Use of Plane Geometry

This thesis used as the main framework ontosemiotic approach, and was directed by Professors doctors, Ana
Breda, Department Mathematics, University of Aveiro
Nilza Costa, Department of Teaching and Technology University of Aveiro.

ABSTRACT: This paper
within the mathematics education focuses on the study of alternative approaches to learning and teaching of Euclidean geometry in high school, to promote structured levels of mathematical thinking. In particular, the potential of using other models of plane geometry (eg Hyperbolic Geometry, Geometry of Taxi Driver) in relation to this problem will be investigated.
The choice of secondary education due to the fact that it is a level of education where there is a high rate of failure at school (especially at 10 years) and where it is clear the gap between the secondary and university education, under the logic - deductive.
The work aims to deepen the study of issues involved the nature of knowledge that will form the basis for decisions such as: Which processes will be taught? Processes that we want students to master? And, moreover, take into account that you want to develop higher order skills, meaning that the teaching of mathematics should proceed to higher levels of thinking such as problem solving, communicating mathematically, reasoning and demonstration.
In math curriculum for the Elementary and Secondary Education has been neglected mathematical demonstration, contributing to an inconsistency that exists between levels of education, secondary and university levels. Often teaching approaches focus on the verification of results and devalue the exploration and explanation (Villiers, 1998). Currently, we are witnessing a trend to resume logic - deductive.
The main objective of this research is to examine learning environments where students are asked to solve problems of proof in various contexts and, more generally promote or do Raciocínio desenvolvimento e uma visão mais dedutivo long do Conhecimento mathematician. Em particular problems abordagem prova não num context of Euclidean geometry, ea com devices use dynamic geometry software, will be investigated.