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This article addresses women's representation during the Colombian armed conflict by analyzing the coverage given by Colombia's longest-running news magazine Semana. The research work involved going through every number published by the magazine in its print edition between January 1995 and December 2014. In total, 873 numbers were studied, detecting 2,080 pieces of news regarding the Colombian armed conflict, all published in the Nation section. Each piece was systematically disaggregated to find out women's participation quantitatively and qualitatively, explore their representation within the news body, and determine the variety of roles with which they have been symbolized in Semana. The study applied the gender perspective in a cross-cutting manner to distinguish the social attributions, ideas, representations, and prescriptions constructed, taking as a reference sexual differentiation from agenda-setting analysis. In conclusion, the invisibility of women's social-political representation is based not only on the absence of news events or decision-making positions but also on what we have conceptualized as (in)visibility processes. Despite being actors of events, women remained irrelevant for society and media due to multiple strategies analyzed in the present work. [ABSTRACT FROM AUTHOR]

The teaching of probability in basic primary school in Colombia is guided by the 1998 Basic Competence Standards (Estándares Básicos de Competencias), but different studies have shown that teaching stochastic thinking is of no greater importance in classroom. The development of probabilistic thinking is crucial for students to deal more effectively with decision making in mathematical or everyday life situations, to manage uncertainty appropriately, and to develop skills to look beyond the apparent, especially in the face of statistical information currently prevalent in the media. Based on the historical-cultural perspective and the critical dialectical approach, this work analyzes how, through the theoretical and methodological framework called Teaching Guiding Activities, a group of primary school teachers from the Cristóbal Colón Educational Institution in Medellín managed to make a disciplinary approach to Probability through games and collectively build pedagogical reflections on their work. The information was collected through interviews and training sessions. It is concluded that it is fundamental for teachers to strengthen their disciplinary knowledge about Probability, that their conceptions about chance are linked to beliefs of a mystical or divine nature, which interferes with the objectivity of teaching, and that they recognize that games are a potential strategy for teaching stochastic concepts. [ABSTRACT FROM AUTHOR]