Logical-mathematical Reasoning Research Articles

Reinforcing Protein Biochemistry: A Two-Week Experiment Studying Iron(III) Binding by the Transferrin Protein through Stoichiometric Determination, Stability Analysis, and Visualization of the Binding Site.

The two-week protein biochemistry experience described herein focuses on reinforcing key biochemical concepts and achieving significant learning domain accomplishments for students (Content Knowledge, Logical Mathematical Reasoning, Visualization, Information Literacy, and Knowledge Integration) and valuable teaching opportunities for instructors. The experience encompasses an exploration of the transport protein serum transferrin as an important regulator of Fe(III) biochemistry and incorporates techniques to assess protein-metal stoichiometry and protein stability and to perform molecular visualization. Students gain practical experience in utilizing spectrophotometric analysis for constructing stoichiometric curves, in performing urea-PAGE, and in applying the PyMOL program to evaluate metal coordination at a protein binding site and the associated protein structural change. The learning and teaching accomplishments provide valuable skills that can be extended into research and translated to other teaching formats.

Professional Tasks in Early Childhood Education Teacher Education: Promoting Reasoning at 0-3

Background : Teacher training at all levels has been the subject of continuous study in recent decades, however, in the case of early childhood education, little research has been carried out to analyse the mathematical knowledge of prospective teachers. To characterise this knowledge, it is essential to organise professional tasks focused on recognising how future teachers learn to look at different teaching situations in a structured way. Objective : We intend to describe the design and validation of a professional task aimed at prospective teachers to observe, analyse, and reflect on real experiences of initiation to logical-mathematical reasoning in cycle 0-3 cycle. Design : The structuring of this professional task covered five stages: review of studies on mathematical construction in the cycle of 0-3 years of age; review of studies on the beginning of logical-mathematical reasoning; choice of narratives/videos to observe and analyse; implementation in a pilot group and initial analysis of the teaching competence, and redesign and construction of the final version of the task. Settings and Participants : The initial version is implemented with 37 prospective teachers of the early childhood education degree of a Catalan university. Data and analysis : Qualitative-interpretative research is carried out, analysing the written productions prepared by the prospective teachers, through content analysis. Results : The observations of the pilot study show that prospective teachers recognise how children identify and relate, but there are difficulties in identifying when children are operating. Conclusions : We found that the task designed allowed us to improve the knowledge of the prospective teachers on the reasoning in the 0-3 cycle and that the use of narratives is pertinent and enriching in the structuring of professional tasks.

Development of the Logical Mathematical Reasoning through the Ancestral Calculus Instrument Nepohualtzintzin, in the Learning of Arithmetic for the Basic General Education in Unidad Educativa Ciudad De Ibarra School Period 2019 - 2020

This paper addresses the use of Ethnomathematics in the teaching of Mathematics that takes place in the fifth year of Basic General Education and welcomes schoolchildren aged 8-9, according to Ecuadorian educational processes, and explores the logical mathematical development, by teaching arithmetic with the Nepohualtzintzin. The aim is to analyze the quality of learning through the performance of mathematical logical thinking, through the didactic use of the Nepohualtzintzin as an ancestral calculation instrument in students at these ages. Dimensions are based on the development of mathematical logical thinking from pedagogy and psychology. The Nepohualtzintzinwas used by renowned cultures in world history such as the Mayans and Aztecs. Its didactic qualities determine the ease with which students learn the place value of the basic element figures for the resolution of arithmetic operations. Furthermore, the cultural connotation of Ethnomathematics in the didactics of mathematics is also established. An exploratory, documentary, descriptive and longitudinal study is described. Pretest and posttest were applied, which were statistically processed with the SPSS package. The analysis carried out allows indorsing the feasibility of the proposal for the development of mathematical logical thinking through the determined dimensions. In end of this study, significant positive results were identified among the experimental group with respect to the control group, all of which ratifies the importance of the study.

GALILEO'S METHODOLOGICAL VERSATILITY IN THE DEVELOPMENT OF HIS PHYSICS

Galileo's way of doing science is very controversial. Some historians interpret their work in the light of empiricism, that is, science constructed through sensory data interpreted in the light of logical-mathematical reasoning. Others interpret their work under the aegis of rationalism, by means of which science is constructed, a priori, starting from reality, through pure hypothetical-deductive reasoning. In this view, Galilean experimental incursions played a secondary role in the development of his work. Therefore, two distinct forms of interpretation arise and an asymmetric view of doing science. The scientific method is seen as a recipe, and in an attempt to obtain explanations that best approach reality and achieve true knowledge, it is imperative to follow certain pre-established rules or predetermined restrictions. In contrast, sectarian-free interpretations clarify and promote the genesis of Galilean thought, taking it to a much more complex and lavish level. Some interpretations suggest raising the condition of Galileo to genius and not to a great talent, without observing that the difference between them lies in the addition of intuition to talent, an indispensable ingredient for the transposi-tion between the empirical and rational instances at the right time, so natural to geniuses. According to this point of view, Galileo's work challenges the thesis of being an asymmetric and closed process, replacing it with a dialectical bias, giving intuition and imagination essential roles in the development of his work, hence the genius of his work. personality. This work seeks to understand the genesis and motivations inherent to Galileo's works and the impossibility of compartmentalizing his activity, thinking and originality in narrow and imprecise molds.

Assessment of a serious game that may contribute to improving logical-mathematical reasoning in high school students

Actualmente, contar con habilidades para resolver problemas usando el razonamiento lógico-matemático es muy importante para el desarrollo de la ciencia y la tecnología. De acuerdo con los resultados de pruebas como el Programa para la Evaluación Internacional de Alumnos (PISA) y Plan Nacional para la Evaluación de los Aprendizajes (PLANEA), en México los estudiantes se encuentran en un dominio insuficiente en este razonamiento debido a que conocen los conceptos, pero no saben cómo aplicarlos. Para contribuir a resolver este problema, en esta investigación se presenta la evaluación de un juego serio (el cual contiene problemas de opción múltiple) para fortalecer el razonamiento lógico-matemático con la implementación de un sistema basado en lógica difusa. Para lograr lo anterior se diseñaron dos exámenes similares en cuanto complejidad y el tiempo máximo de respuesta. Posteriormente se aplicó la primera prueba y después se les proporcionó a 33 estudiantes de nivel medio superior el juego, los cuales lo utilizaron durante dos semanas y finalmente se aplicó la segunda prueba. Se analizaron los resultados de las pruebas con base en el tiempo invertido y los niveles alcanzados durante el uso del juego, se encontró que la mayoría de los estudiantes pueden hacer procedimientos lineales, pero se les dificulta hacer múltiples procedimientos, también se identificó que los estudiantes que utilizaron el juego o avanzaron de nivel mejoraron a diferencia de los que no lo hicieron.

Um olhar sobre o ensino de geografia nos anos iniciais do ensino fundamental

O Ensino Fundamental I compreende do 1° ao 5° ano, tem como público alvo crianças de 6 a 10 anos de idade e é um ciclo no qual os componentes curriculares são ministrados por professores com formação em licenciatura em Pedagogia. Neste contexto tais professores são responsáveis por promover atividades nas diferentes áreas, seja no âmbito da alfabetização e do letramento, do raciocínio lógico-matemático ou das noções iniciais de História, Ciências Naturais e Geografia. O objetivo do presente estudo é analisar alguns aspectos do ensino de Geografia nos anos iniciais do Ensino Fundamental e o papel assumido pelos professores responsáveis pelo trabalho com o conteúdo geográfico nessa etapa da educação. No que se refere à metodologia utilizada, pode-se dizer que esta é uma pesquisa qualitativa, que adotou enquanto procedimentos metodológicos a análise documental e bibliográfica. O estudo evidenciou que os professores responsáveis pelas aulas no Ensino Fundamental I, devem encontrar uma maneira de trabalhar com seus alunos de modo que eles conheçam o mundo, o lugar em que vivem e sua relação com o espaço. Portanto, nas práticas pedagógicas voltadas aos alunos dos anos iniciais do Ensino Fundamental é imprescindível que o professor atribua a devida atenção as vivências e experiências imediatas e concreta das crianças.

Reinforcement of logical-mathematical reasoning in new Engineering students to reduce failing and dropout rates

The paper exposes the results of an experiment carried out at the Universidad Tecnológica del Valle de Toluca, in the major of Information and Communication Technologies. It consisted of strengthening or developing the logical and mathematical reasoning in new students to reduce the failing and dropout rates. A sample of thirty students was selected, to whom the proposed strategy was applied, a course with exercises and activities to strengthen or develop logical and mathematical reasoning; This workshop was designed according to the cognitive functions and mental operations established by Reuven Feuerstein in his Theory of Cognitive Modifiability. Before and after the workshop, a test was proposed by the CENEVAL (Centro Nacional de Evaluación para la Educación Superior) in an interactive guide for applicants taking the entrance exam for higher level education, afterwards, the failing and dropout rates were calculated, both for the pilot group and for the rest of the students who did not participate in the experiment. The hypothesis was not completely verified, since only one of the analyzed indexes was reduced, interesting results and some recommendations as future work are also addressed.

Operaciones básicas de las matemáticas en estudiantes del programa de ingeniería: una aproximación diagnostica

<p>Recepción: 05/ 07/ 2019</p>
 <p>Aceptación: 15/ 08/ 2019</p>
 <p>Publicación: 05/ 09/2019</p>
 <p style="text-align: justify;">Con el propósito de diseñar un plan que facilite el proceso de enseñanza y aprendizaje de las operaciones básicas de las matemáticas, se realizó un diagnóstico para indagar sobre el nivel académico de los estudiantes de la UNEFM en las operaciones básicas de las matemáticas y su desarrollo respecto al razonamiento lógico-matemático, partiendo de sus habilidades y destrezas basado en la teoría de inteligencias múltiples de Howard Gardner (1983). El diseño corresponde a una investigación tipo mixta, cuya modalidad es IAP, de tipo estudio de campo y descriptiva-evaluativa. La población fue de 30 estudiantes del primer semestre de ingeniería; y los informantes claves los docentes que imparten matemática. Los resultados muestran una inteligencia lógico-matemática poco desarrollada y un desconocimiento de las nociones básicas de la matemática, en contenidos que deberían ser aprendidos en la educación media general, además los docentes se muestran preocupados por el bajo rendimiento y la deserción estudiantil.</p>
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Uso de lenguajes de programación para desarrollar el razonamiento lógico matemático en los niños

La investigación se centra en el lenguaje de programación utilizado en Code.org para el desarrollo del razonamiento lógico matemático en los niños de nivel medio de educación básica en el Ecuador, el cual se considera como el más idóneo para que los niños trabajen en la programación informática, ya que cuenta con una interfaz gráfica amigable y se programa sobre objetos, todo lo cual ayuda además a mejorar su desempeño en otras áreas. La vinculación de los conceptos Code.org, del lenguaje de programación y de la lógica matemática constituye la guía primordial de la investigación que, en definitiva, tiene como finalidad comprobar, en el contexto ecuatoriano, si la programación ejerce o no alguna influencia sobre la capacidad lógica matemática del niño, y, de ejercerla, de qué forma lo hace, cuál es su metodología y cuáles son los fundamentos pedagógicos en el proceso de enseñanza-aprendizaje. Los resultados finales reflejaron que la enseñanza del lenguaje de programación en Code.org estimula la capacidad lógico-matemática de los estudiantes, tanto de manera general como en cada uno de los indicadores estudiados.

Nálisis de competitividad institucional de escuelas secundarias a través del examen de ingreso a la Educación Media Superior

This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of ​​verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).

Evaluación y rehabilitación cognoscitiva en cáncer pediátrico: un estudio de caso

Cancer surviving children, whose disease and treatment involves the central nervous system, show a consistent pattern of neurocognitive deficits. We report a case diagnose of a 9 years boy with posterior fossa tumor treated with surgery, chemotherapy and radiotherapy. Neuropsychological evaluation post oncological therapies and post Cognitive Remediation Program (CRP) were made to document the effect of neuropsychological rehabilitation. The results of the post oncological therapies evaluation shows deficits in Constructional Skills, Visual and Auditory Attention, Percentage of Correct Answers and Correct Designs with Minimal Movements, Speed in Reading and Writing, Graphic Skills, Visual Coding, Verbal and Visual Memory, Perception Touch, Repetition and Comprehension of Language, Conceptual Skills, Verbal and Graphics Fluency, Reading Accuracy, Narrative Composition, Count, Numerical and Calculation Management. After CRP our results illustrate an increase in the score of: Graphic Skills, Verbal Memory, Speech and Language Understanding, Conceptual Skills, Verbal and Graphics Fluency, Count, Numerical Management, Calculation and Logical Mathematical Reasoning after CRP. With the implementation of standardized measures of Evaluacion Neuropsicologica Infantil we could compare the performance of our patient; which suggests that the CRP has enough potential to counteract some of the neurocognitive sequelae observed after tumor resection and radio and chemotherapy.

Razonamiento lógico-matemático en las escuelas

Fundamentados en el desarrollo de su tesis de licenciatura “Estrategia metodológica para el desarrollo del razonamiento lógico-matemático”, presentado ante la División de Educación Rural del CIDE, los autores explican las seis etapas propuestas por el matemático alemán Zoltan Pier Dienes y proponen una alternativa para profundizar y lograr un mejor rendimiento en el desarrollo del pensamiento fáctico.
 El lector encontrará una propuesta metodológica, amparada en los presupuestos teóricos del presente artículo, en el suplemento EDUCARE en el aula en esta edición.

An axiomatic explanation of complete self-reproduction

A similarity between the concepts of reproduction and explanation is observed which implies a similarity between the less well understood concepts of complete self-reproduction and complete self-explanation. These latter concepts are shown to be independent from ordinary logical-mathematical-biological reasoning, and a special form of complete self-reproduction is shown to be axiomatizable. Involved is the question whether there exists a function that belongs to its own domain or range. Previously, Wittgenstein has argued, on intuitive grounds, that no function can be its own argument. Similarly, Rosen has argued that a paradox is implied by the notion of a function which is a member of its own range. Our result shows that such functions indeed are independent from ordinary logical-mathematical reasoning, but that they need not imply any inconsistencies. Instead such functions can be axiomatized, and in this sense they really do exist. Finally, the introduced notion of complete self-reproduction is compared with “self-reproduction” of ordinary biological language. It is pointed out that complete self-reproduction is primarily of interest in connection with formal theories of evolution.