Ponencias

URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/14403

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An Overlapping Preconditioner for 2D Virtual Problems Posed in H(rot) with Irregular Subdomains
(Springer, 2022) Calvo, Juan; Herrera, César; Sequeira, Filander
Given a bounded polygonal domain Ω R2, we seek 𝒖 2 𝐻0 ¹rot;Ωº such that 𝑎¹𝒖 𝒗º := ∫ Ω ¹𝛼 rot 𝒖 rot 𝒗 ¸ 𝛽𝒖 𝒗º = ∫ Ω 𝒇 𝒗 8𝒗 2 𝐻0 ¹rot;Ωº (1) where rot 𝒖 := 𝜕𝑥1𝑢2 􀀀 𝜕𝑥2𝑢1, 𝒇 2 »𝐿2 ¹Ωº¼2, and 𝛼 𝛽 2 𝐿1¹Ωº are positive functions that are uniformly bounded from below. The weak form (1) arises from implicit time integration of the eddy current model of Maxwell’s equation [5] and is considered in several studies; see, e.g., [1, 13]. We recall that 𝐻0 ¹rot;Ωº := { 𝒗 2 »𝐿2 ¹Ωº¼2 : rot 𝒗 2 𝐿2 ¹Ωº 𝒗 𝒕 = 0 on 𝜕 Ω }
Computer simulation of NMR logging
(Institute of Electrical and Electronics Engineers Inc., 2019) Benavides, Francisco
One of the main purposes of scientific computing is to reproduce real laboratory or "in-situ" experiments, using numerical and computational models. Nuclear magnetic resonance (NMR) has been used to characterize rock's porous formations in oil reservoirs, in laboratory tests and field. Recently, these experiments can be reproduced in the computer, using a precise model of the porous media given by micro-tomographic images of the rock sample. The NMR simulated experiments have some advantages over the real experiment, due to their efficiency and lower costs; but they can also provide a better understanding of the physical phenomenon associated to an NMR realization. In this paper, a case of this process is described: Real laboratory experiments are compared with simulated ones, and this comparison is used to improve computer simulation parameters in order to provide a better match to laboratory results. This can lead to better estimates of petrophysical deliverables and to the improvement of the computer model precision. © 2019 IEEE.
Formación docente intercultural a partir de etnomatemáticas
(Asociación Española de Psicología Conductual (AEPC) y Universidad de Granada, 2014) Albanese, Veronica; Gavarrete Villaverde, María Elena
Realizamos dos investigaciones sobre las formas de hacer y entender matemáticas (las etnomatemáticas) de dos grupos culturales distintos, el gremio de los bailarines de danzas folclóricas argentinas y los cabécares, pueblo indígena de Costa Rica. Ambos trabajos consisten en la organización de un curso para la formación de maestros de primaria en donde se propone la elaboración de Microproyectos Etnomatemáticos. Estos incluyen la identificación y caracterización de etnomatemáticas en algún signo cultural del grupo elegido, para después desarrollar acciones didácticas contextualizadas para presentar en el aula de educación primaria.
Processes of comprehension shown by high school teachers in solving optimization problems with the use of technology
(Virginia Polytechnic Institute and State University, 2005) Gamboa Araya, Ronny Wilson; Santos Trigo, Manuel
What aspects of mathematical practice are enhanced when problems that involve change or variation are approached through the use of technological tools? How does the use of particular tool (dynamic software, excel or graphing calculator) help the problem solver to represent and solve those problems? How the problem approaches that appear when using distinct tools are connected or can be complemented? These were the research questions used in this study to document the work exhibited by high school teachers when solving a set of optimization problems with the use of technology. Results indicate that the use of technology became important for teachers to represent the problem, formulate conjectures, search for relations, generalize results, and make connections.
Una articulación entre los modelos TPACK y CCDM para la reflexión
(Universidade Federal do Paraná – Setor Palotina, Brasil, 2024) Morales Lopéz, Yuri; Breda, Adriana; Font-Moll, Vicenç
En este estudio se examina cómo los docentes reflexionan al analizar situaciones de una clase virtual de matemáticas desde dos perspectivas distintas, utilizando indicadores creados con dos modelos teóricos diferentes, Una profesora en formación desarrolló indicadores basados en el modelo TPACK (Tecnológico Pedagógico del Contenido) (Mishra y Koehler, 2006) y analizó la clase, mientras que otra utilizó el modelo CCDM (Conocimientos y Competencias Didáctico Matemáticos) (Godino y otros, 2016) derivado del Enfoque Ontosemiótico (EOS). El propósito fue comparar estas dos aproximaciones y buscar nuevas ideas para reflexión sobre la integración efectiva de la tecnología en la enseñanza de matemáticas. A continuación, se presentan resúmenes de los modelos TPACK y CCDM

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