http://hdl.handle.net/10256/1518 Mon, 09 Jun 2025 06:42:06 GMT 2025-06-09T06:42:06Z http://hdl.handle.net/10256/26718 Del tot al no res: divulgant el pensament borrós a partir d'una exposició al Museu de Matemàtiques Viladevall i Valldeperas, Queralt; Alsina, Àngel; Ferrer Comalat, Joan Carles This paper presents the non-formal learning generated by an exhibition at the Museum of Mathematics of Catalonia. The topic was the relationship between quantifiers and fuzzy thinking. It is inferred that exhibitions of mathematical content encourage this type of mathematical learning, and therefore that it is important to have places that promote this type of activity, such as the Museum of Mathematics; Aquest article presenta els resultats de l’aprenentatge no formal generats en una exposició al Museu de Matemàtiques de Catalunya (MMACA) al voltant dels principals quantificadors i el pensament borrós. S’infereix que les exposicions de contingut matemàtic fomenten aquest tipus d’aprenentatge matemàtic, i per tant, se’n desprèn la importància de poder comptar amb espais que promoguin activitats d’aquesta mena, com ara el Museu de Matemàtiques Tue, 31 Dec 2024 00:00:00 GMT http://hdl.handle.net/10256/26718 2024-12-31T00:00:00Z http://hdl.handle.net/10256/26683 Panorama curricular de la alfabetización temprana en Estadística y Probabilidad García Alonso, Israel; Vásquez Ortiz, Claudia Alejandra; Alsina, Àngel We analyze how early literacy in statistics and probability (6-8 years old) is promoted in IberoAmerica. To this end, an instrument with specific indicators on the teaching of statistics and probability has been developed and validated. Based on the content analysis of current curricular guidelines accessible online, the following data were obtained: a) of the 15 Ibero-American countries with accessible curricula, two do not include the teaching of statistics and probability; b) the teaching of statistics is addressed in 13 countries and the teaching of probability in eight; c) only two curricula address the four components of the statistical investigation cycle; and d) most of them offer an approach to probability aimed at the quantification of chance, without addressing other fundamental ideas such as the independence of events. It is concluded that, in general, the curricula show the content in an atomized and disconnected way and do not incorporate the main strategies provided by research to promote early literacy in statistics and probability; Se analiza cómo se promueve la alfabetización temprana en estadística y probabilidad (6-8 años) en Iberoamérica. Para ello, se ha elaborado y validado un instrumento con indicadores específicos en torno a la enseñanza de la estadística y la probabilidad. A partir del análisis de contenido de las orientaciones curriculares vigentes y accesibles online, se han obtenido los siguientes datos: a) de los 15 países iberoamericanos con currículos accesibles, dos no incluyen la enseñanza de la estadística y la probabilidad; b) la enseñanza de la estadística se aborda en 13 países y la enseñanza de la probabilidad en ocho; c) sólo dos currículos abordan las cuatro componentes del ciclo de investigación estadística; y d) la mayor parte ofrecen un enfoque de la probabilidad dirigido a la cuantificación del azar, sin abordar otras ideas fundamentales como la independencia de sucesos. Se concluye que, en general, los currículos muestran los contenidos de forma atomizada y desconectados entre sí y no incorporan las principales estrategias aportadas desde la investigación para promover la alfabetización temprana de la estadística y la probabilidad. Wed, 26 Mar 2025 00:00:00 GMT http://hdl.handle.net/10256/26683 2025-03-26T00:00:00Z http://hdl.handle.net/10256/26628 Artistic education from an international perspective: An inquiry into relevant topics, professional networks and research perspectives Hernández Hernández, Fernando; Onsès Segarra, Judit This article aims to approach the current state of Arts Education internationally. To this end, it presents the results of documentary research based on three axes: 1. The transition from an Art Education centred on transnational movements and perspectives (as expression, disciplinary basis, language, aesthetics and visual culture) to more local approaches. It focused on specific issues (social justice, decoloniality, digitalisation, etc.). 2. The professional networks link those involved in Art Education, where 3 cases are analysed: Art Education Australia, the Canadian Society of Art Education and the National Society for Education in Art and Design. And 3. The predominant research perspectives in this field are based on analyzing the proceedings from the annual European ECER conference published from NW29. Research on Arts Education (NW29) on in the past three editions. The vision that emerges from this overview is of a diverse movement with strengths and weaknesses, which continues to demand recognition in educational and cultural policies. The article closes with the outline of a balance and the formulation of some prospective lines to continue the conversation and the claim; La finalidad de este artículo es realizar un acercamiento al momento actual de la Educación Artística desde una perspectiva internacional. Para ello se presenta los resultados de una indagación documental a partir de tres ejes: (a) el tránsito de una Educación Artística centrada en movimientos y perspectivas transnacionales (como expresión, de base disciplinar, como lenguaje, como estética y como cultura visual) a enfoques más locales y centradas en problemáticas específicas (justicia social, decolonialidad, digitalización, …); (b) las redes profesionales que vinculan a quienes se dedican a la Educación Artística, donde se analizan 3 casos: la Art Education Australia, la Canadian Society of Art Education y la National Society for Education in Art and Design; y (c) las perspectivas de investigación que predominan en este campo a partir de realizar el análisis de las actas de la conferencia anual europea ECER publicadas desde la NW29. Research on Arts Education (NW29) en las tres pasadas ediciones. La visión que se deriva de este panorama es de un movimiento diverso, con fortalezas y debilidades y que sigue reclamando reconocimiento en las políticas educativas y culturales. El artículo se cierra con el esbozo de un balance y la formulación de unas líneas prospectivas para seguir con la conversación y la reivindicación; This article aims to approach the current state of Arts Education internationally. To this end, it presents the results of documentary research based on three axes: 1. The transition from an Art Education centred on transnational movements and perspectives (as expression, disciplinary basis, language, aesthetics and visual culture) to more local approaches. It focused on specific issues (social justice, decoloniality, digitalisation, etc.). 2. The professional networks link those involved in Art Education, where 3 cases are analysed: Art Education Australia, the Canadian Society of Art Education and the National Society for Education in Art and Design. And 3. The predominant research perspectives in this field are based on analyzing the proceedings from the annual European ECER conference published from NW29. Research on Arts Education (NW29) on in the past three editions. The vision that emerges from this overview is of a diverse movement with strengths and weaknesses, which continues to demand recognition in educational and cultural policies. The article closes with the outline of a balance and the formulation of some prospective lines to continue the conversation and the claim. Mon, 30 Dec 2024 00:00:00 GMT http://hdl.handle.net/10256/26628 2024-12-30T00:00:00Z http://hdl.handle.net/10256/26626 Analysing a concept as a research practice: concept analysis, according to Walker and Avant using social dance as an example = Analisando um conceito como prática de pesquisa: Análise de conceito, de acordo com Walker e Avant, usando a dança social como exemplo Iranzo i Domingo, Montserrat; Moura Fernandes, Margarida Based on a critical reflection using conceptual analysis methods and drawing from the lecture “L'Anàlisi de Concepte, segons Walker & Avant” given as part of a research seminar of the Research Group in Education, Heritage and Intermedia Arts (GREPAI) in November 2023, this method of narrative analysis aims to adopt an exploratory approach to the literature on dance. It was used to analyse the concept of social dance, which is the key part of the researcher’s study, developed within the framework of the interuniversity doctoral programme in Art and Education at the University of Girona. It concludes that concept analysis is a method of practical application that contributes to deepening, innovating, and generating knowledge of dance; Partindo de uma reflexão crítica através da metodologia de análise conceptual e na sequência da conferência “L'Anàlisi de Concepte, segons Walker & Avant” realizada no âmbito do Seminário de Investigação do Grupo de Investigação em Educação, Património e Artes Intermédias GREPAI em Novembro 2023, este método de análise narrativa é apresentado com o objetivo de expor uma abordagem exploratória da literatura em torno da dança. Este método foi aplicado para analisar o conceito de Dança Social. A Dança Social é a peça-chave do estudo da investigadora que está a ser desenvolvido no âmbito do Doutoramento Interuniversitário em Arte e Educação da Universidade de Girona. Conclui-se que a análise de conceito é um método de aplicação prática que contribui para aprofundar, inovar e gerar conhecimento em torno da dança Fri, 29 Dec 2023 00:00:00 GMT http://hdl.handle.net/10256/26626 2023-12-29T00:00:00Z