The article addresses discrepancies in vibrato teaching among saxophone teachers at the Conservatorio Profesional de Música “María de Molina.” Through student audition observations, significant differences in vibrato application were identified. To investigate this, a diagnostic test using a questionnaire covering socio-demographic and methodological aspects was conducted, ensuring confidentiality. The results were analyzed to extract pedagogical implications and prepare an educational intervention proposal. Common methodological aspects were highlighted, and alternatives were explored to address the identified disparities. The goal is to develop an effective methodological proposal for the conservatory. This approach aims to improve vibrato teaching on the saxophone by establishing consensus criteria among teachers and promoting uniform learning among students.

In the current socio-economic context and given the situation that adolescents and young people face when accessing the labor market, a firm and coordinated response is needed at all levels in order to assure good career guidance. There is a contrast between the enormous challenges that we face today and both the fact that educational laws in recent history have failed to incorporate substantial changes regarding career guidance, as well as the scarce resources that are allocated to career guidance in education. It is evident that there is a need for a strong commitment to quality career guidance at school, a context in which teachers have a prominent role when it comes to positively influence their students’ decisions. This text offers a classification and practical examples of how to integrate career guidance in different subjects in secondary education. Teachers’ activities should be aligned with the school’s strategic plan regarding career guidance and assume a competency-based approach, in order to allow students to develop educational, labour and career management competencies.

This paper stands up in active methodology in a primary education classroom: cooperative learning. An interdisciplinary and multilingual project has been developed in the third year of this educational stage that it is named “Traveling in time”. This didactical experience is supported by a cooperative technique called research groups. It is used as base for learning the content of different subjects, to achieve the objectives and develop the key competences stablished on the curriculum. Once implemented, it was concluyed that offers substantial advantages with respect to traditional methodology. Boosts the acquisition of social, linguistic and cognitive skills while it instils values such as respect and tolerance, leaving aside competitive and individualistic learning

Gamification has established itself as an innovative strategy for teaching mathematics, offering an attractive approach that promotes meaningful learning. This study focuses on strengthening the learning of basic operations (addition, subtraction, multiplication and division) in second grade students at the Bilbao Educational Institution, Buenos Aires headquarters, using gamification strategies. The study population was made up of 15 students aged 7 to 8 years who presented difficulties in solving and applying mathematical operations. An action research approach was used to evaluate the impact of gamification on students’ academic performance. The results suggest that the implementation of recreational activities significantly improved both the performance and motivation of students towards learning mathematics.

Presentation

The article addresses the issue of low performance in mathematics among boys and girls, highlighting the importance of strengthening their logical-mathematical thinking from an innovative perspective. Neuro-linguistic Programming (NLP) is highlighted as a key pedagogical tool for this purpose. Qualitative action research methodology is employed to understand barriers in mathematical learning and to design effective strategies. The study’s results, evidenced through a math festival, demonstrate significant improvements in students’ interest and problem-solving abilities. In conclusion, the need for more time to observe solid results is acknowledged, emphasizing the importance of teacher training in NLP, as well as the alignment between assertive communication and practice in the classroom. Furthermore, the positive impact of the math festival on students’ overall development is emphasized, promoting fundamental values such as teamwork and autonomy.

In Higher Design Education, research and experimentation with new materials and non-traditional approaches are fundamental. The exploration of innovative forming methods, prototyping, applying technologies to different textures and components is a challenging method in teaching. The group created has set out to investigate various supports to develop original end products. Ten teachers from different departments have collaborated in an interdisciplinary approach, pursuing a shared goal. The students involved come from Design Higher Education and various Training Cycles, participating in their respective subjects or modules. The findings have been compiled in written and graphic documents that the group has shared and disseminated as open access Learning Resources and through the School of Art’s social networks. The research conducted by the group concludes with the creation of physical and digital resources that can be consulted by other professionals to implement in their classrooms.

A way of conceiving legal professionalism in terms of significant interchangeability and dynamism in the current global and internationalized context takes on a consolidated nature, and that is different both from the exercise conditional on entering professional associations and having passed competitive examinations for public positions of legal nature. Such are the paralegals, who know a plurality of access routes, involving various University Degrees of those currently in existence, even other access routes framed in Professional Training close to administrative staff being possible. This contribution addresses an overview of such a complex issue from a legal-pedagogical perspective, with the appreciation that reflective teaching modalities can provide from the multinational context, with special attention to the role that the various Information and Communication Technologies (ICT) must play.

This review analyzes the characteristics of the didactic proposals of gamification in different areas of knowledge such as health sciences, exact sciences, social sciences and humanities. Eighty-five potential studies were identified through a search in the ISI, Web of Science and SCOPUS databases. Results examined the following characteristics: population, method, support, character and type of game used in each educational discipline. It is concluded that the scientific contributions have focused on Higher Education, with gamification and videogames being the most widely used methods under a digital support between PC and mobile / Tablet. Regarding the methodology, it was cooperative-competitive or competitive character and with three types of game eminently: Platforms Virtual Teaching (PVE), active learning games and use of mechanics with points, badges and leaderboards (PBL). This work shed light on future gamification proposals as it may serve to know how to innovate.