This article is the result of a research that aims to analyze the pedagogical practices of teachers and in particular to investigate the presence and promotion of mathematical processes proposed by the Ministry of National Education of Colombia. This report focuses on the process of formulating and solving mathematical problems, considering all aspects of pedagogical practices framed in the teaching framework such as planning and preparation of classes, learning environments, learning strategies and professional responsibilities. Each of these is considered a fundamental pillar for the process of self-reflection and improvement of teachers in the classroom. As for the adopted methodology, it adjusts to the characteristics of the quantitative approach, at a descriptive level with a field design. The members of the sample are a group of 80 teachers who work in public or private institutions in Cúcuta and its metropolitan area. A questionnaire was applied that has been validated and consists of 9 items that correspond to the problem-solving process and 34 items correspond to the block of pedagogical practices that are evaluated using a five-level Likert scale. The results found allow us to highlight that 83.6% of the teachers’ state that when planning their classes, they pose problem situations using different types of support and identifying what their students are expected to learn. Based on the analysis of pedagogical practices, it is intended to answer in future research the questions: What is the mathematical process that teachers promote in the classroom? What aspects do teachers take into account when planning the class with respect to the mathematical processes. These concerns arise as a complement to the result of this research, since it is of the utmost importance that the teacher potentiates each of the mathematical processes.

This experimental quantitative research with a descriptive approach, which was developed in a period of time of one year with the participation of the teacher of the mathematics area and a total of 100 students who were in grade 8, arose due to the difficulties that the students presented. students in the application of the Pythagorean theorem in everyday life.
 Due to this, the need arose to propose methodological strategies for the contextualization of the teaching of the Pythagorean Theorem and in this way, achieve a better understanding regarding this concept; For this reason, it was investigated with the students from a pre - test of prior knowledge which allowed to show the rhythms and styles of learning.
 After this search for information, it was possible to corroborate that the students felt more comfortable when classes were held outside the classroom; In this way, the activities were more experiential and significant, which made it possible to relate the Pythagorean theorem in a transversal way with areas such as physical education, in terms of the identification of the right triangle in different spaces of the court, measurements and distances; on the other hand, in relation to the artistic area in the formation of triangles the rectangles from origami and the way to find their measurements for the creation of these figures.
 The construction of this knowledge could be verified through the application of a post test which resulted in an improvement in the understanding of the practical use of the Pythagorean theorem in different contexts.

Nowdays the implementation of teaching strategies, incorporating the most well-known Information and Communication Technologies such as ICT in the teaching-learning process have increased in different areas of knowledge, and mathematics is not exception, it allows the strengthening of logical-mathematical thinking in students and it is essential to start from the first grade of the basic primary. Taking in account that ICTs are now part of the daily lives of most of students, it was concluded that by taking advantage of the interest that students have in ICTs today, no matter their age, this interest can be channeled to strengthen logical-mathematical thinking from an early age, as ICTs allow the teaching-learning process to be more enjoyable and participatory, also the process can continue, outside the classroom.

The study of the investigation of personality traits in university students, was developed with a mixed approach and descriptive design whose sample is 200 students from the University of Pamplona, ​​Villa Rosario, through the application of the Minnesota Multiphasic Personality Inventory II, the traits were determined of personality in relation to the gender and age of the students; observing an index in the degree of impulsivity in impulse control; also anxiety traits such as fear, obsessive, anguish in the male gender between the ages of 15 to 17 years; followed by the ages 18 to 25 of the same gender, with tendencies to react with feelings of sadness, and introversion and ideas of mistrust and suspicion. Then, in the female gender between 15 and 17 years old, emotions such as hysteria, extroversion, were present in the students, in a second order; ages 18 to 25 of the same gender, exhibiting being stress and hypochondriasis. In such a way these personality traits influence young university students either in their environment, particularly in the socialization processes with levels of anxiety, feelings of sadness or disorder such as depression, aggressiveness that affect the student in their learning process and interaction with their educational community and in professional training. This research was based on the theory of Erik Erickson, taking into account the stages in the development of the personality and emphasizing stage V (Identity versus Confusion of Roles), stage VI (Intimacy versus Isolation) where it was possible to give the importance, which is a fundamental basis to understand the process of human development, allowing the student to interact in a flexible, harmonious way in the environment that surrounds him.

Acoustic Emission (AE) is a proven successful Non-Destructive Testing (NDT) method to assess the state of storage tank floors. Traditional AE source location in tanks floors is performed using only the wavefronts that have traveled directly from the source to the sensor (direct hit). The wavefronts captured after reflected from the tank walls are identified and discarded. This paper proposes a new AE source location algorithm in tanks that considers a combination of reflections and direct hits. The proposed algorithm is based on time-reversed acoustics and ray theory. The methodology uses the concept of time-reversed acoustics in which a wave detected at any location can be directed back to the source when re-created at the detection place. Therefore, the developed approach takes the time at which each wave arrives to the sensor and sends it back as if time had reversed. Ray theory is used in the methodology to account for the way in which the wavefront is reflected when encounters an obstacle such as the walls of the tank. Then, the point of intersection of all wavefronts is identified using an optimization algorithm. This point where all wavefronts intersect is considered the location of the source. The location algorithm considers the first path or direct hits from the source to the sensors combined with reflections obtained by wavefronts bouncing from the tank walls. The proposed location algorithm was validated using numerical data from 176ft diameter tank and experimentally using AE data from a tank 55ft diameter.

La presente investigación titulada “El Método Singapur como Estrategia Didáctica para el fortalecimiento de la Competencia de Resolución de Problemas Aditivos, en estudiantes de segundo y tercer grado de Básica Primaria de la Institución Educativa Colegio Luis Carlos Galán Sarmiento Cúcuta”, tuvo como objetivo fortalecer la competencia de resolución de problemas aditivos en estudiantes de los grados segundo y tercero de primaria de la Institución Educativa Colegio Luis Carlos Galán Sarmiento a través de la implementación de una estrategia didáctica basada en el método Singapur. La investigación es de tipo cualitativo debido a que produce datos descriptivos (las propias palabras de las personas, habladas o escritas, y la conducta observable, adicional), se utilizó el diseño de la investigación-acción la cual permite analizar y describir las acciones humanas y las situaciones sociales experimentadas por sus integrantes, tales como problemáticas susceptibles de cambio y aquellas que requieran una respuesta práctica. Para su planteamiento se partió de una revisión bibliográfica, que dio luces al sustento teórico del problema y su posible solución, así como para la implementación de aspectos metodológicos, diseño de instrumentos como el test inicial, el diario pedagógico, la entrevista a otros docentes, estrategias didácticas como referentes para el diseño de las propias y el test final. Paso seguido, se procedió al desarrollo de las estrategias didácticas que generaron aprendizajes significativos en los estudiantes, específicamente en el tema de resolución de problemas aditivos. El impacto en el grupo de estudio fue satisfactorio por cuanto permitió un avance importante en la construcción de conocimiento, capacidad de debatir y argumentar propuestas de solución a los diferentes problemas aditivos planteados en las actividades de clase

Modal Acoustic Emission (MAE) is a branch of Acoustic Emission (AE) with proven capabilities for Structural Health Monitoring (SHM) of plate-like structures. MAE differences from AE in that MAE uses the understanding of the wave propagation to characterize and locate the source. The analysis of the waveform includes the use of time frequency techniques to determine the Time Of Arrival (TOA) of the different modes. This paper proposes the use of Bayesian inference to quantify the uncertainty in the source location for two different MAE location techniques. The first technique uses only the TOA of the extensional (symmetric) mode, while the second technique uses the TOA of both extensional and flexural (antisymmetric) modes. The Morlet wavelet is used to determine the scalogram of the waveform. The scalogram is reassigned and Markov Chain Monte Carlo (MCMC) is used to sample the posterior distribution built through Bayesian inference. Results are presented from location of Pencil Lead Breaks (PLBs) in an aluminum plate of 1/8in of thickness and 36in by 36in. Results show that using the TOA of only the symmetric mode leads to a lower level of uncertainty compared to using both extensional and flexural modes, because of the difficulty in assessing the time of arrival of the flexural mode.

El cambio dimensional en la forma de ver las figuras bidimensionales es una operación básica para el desarrollo y comprensión de tareas matemáticas, pero, para los estudiantes su inclusión es compleja, incluso imposible de realizar- Por ello, su reflexión debe ser objeto de atención. El área de regiones poligonales y los libros de textos permiten comprender cómo tal operación puede ser promovida en el aula. La investigación analiza cómo los libros de texto de las tres editoriales de mayor uso en el sur-occidente colombiano presentan, en los primeros ciclos de la educación básica obligatoria, la inclusión de cambios dimensionales para calcular el área de regiones poligonales. Se analizaron 1281 tareas y se identificaron dos clases de cambios dimensionales: Fijo y Operatorio, siendo el primero el más considerado. La investigación evidencia que los libros proporcionan oportunidades limitadas para que el cambio dimensional sea aprehendido. Por ello los educadores deben diseñar tareas que complementen las expuestas por los libros, y para ello deben apropiarse de una teoría visual que les permita tomar las decisiones pertinentes.

En esta comunicación se discute cómo se puede explicar la paradoja de Zenón “Aquiles y la tortuga” utilizando la suma de la progresión geométrica decreciente infinita e implementarla en el proceso educativo de la escuela media.


 
 
 El deterioro de la estructura física de las áreas centrales en algunas de las ciudades en Colombia, genera la pérdida progresiva de demanda para la implantación de nuevas actividades, en especial las que implican innovación, dado que la demanda se desplaza en busca de mejores oportunidades de localización. El siguiente articulo tiene como objetivo analizar la apropiación del espacio público por las ventas informales en la ciudad de San José de Cúcuta. Parte del problema en esta investigación, radica en la llegada de inmigrantes, altos índices de informalidad y el desempleo, que han avivado la ocupación del espacio público de forma descontrolada. A partir de una metodología cualitativa,diseño etnográfico se caracterizan los usos y los mecanismos, por loscuales las ventas informales se toma el espacio público de la Avenida Sexta, de San José de Cúcuta. se establece que el proceso de apropiación por parte de los vendedores informales de la Avenida Sexta de San José de Cúcuta, han presentado signos reconocibles de arraigo y posesión.