Search

Respiratory viruses, such as COVID-19, are spread over time and space based on human-to-human interactions. Human mobility plays a key role in the propagation of the virus. Different types of sensors in smart cities are able to continuously monitor traffic-related human mobility, showing the impact of COVID-19 on traffic volumes and patterns. In a similar way, traffic volumes measured by smart traffic sensors provide a proxy variable to capture human mobility, which is expected to have an impact on new COVID-19 infections. Adding traffic data from smart city sensors to machine learning models designed to estimate upcoming COVID-19 incidence values should provide optimized results compared to models based on COVID-19 data alone. This paper proposes a novel model to extract spatio-temporal patterns in the spread of the COVID-19 virus for short-term predictions by organizing COVID-19 incidence and traffic data as interrelated temporal sequences of spatial images. The model is trained and validated with real data from the city of Madrid in Spain for 84 weeks, combining information from 4372 traffic measuring points and 143 COVID-19 PCR test centers. The results are compared with a baseline model designed for the extraction of spatio-temporal patterns from COVID-19-only sequences of images, showing that using traffic information enhances the results when forecasting a new wave of infections (MSE values are reduced by a 70% factor). The information that traffic data has on the spread of the COVID-19 virus is also analyzed, showing that traffic data alone is not sufficient for accurate COVID-19 forecasting. [ABSTRACT FROM AUTHOR]

In this paper, we describe an educational experience in the context of the Master's degree that is compulsory in Spain to become a secondary education mathematics teacher. Master's students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason's reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students' answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context. [ABSTRACT FROM AUTHOR]