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Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

the data presented below are the result of research aimed at describing the traits of mathematical anxiety by areas of university study and their relationship with the traits of anxiety in general. The Mathematical Anxiety Index questionnaire and the Beck Anxiety Inventory were applied to 526 students with an average age of 21.7 years, from the following academic areas: Physical-Mathematical Sciences and Engineering, Agricultural Biological Sciences, Health Sciences, Economic-Administrative, Humanities and Technical. It was observed that the students of Humanities and Biological Sciences had higher scores in the Mathematical Anxiety Index, while students in the Economic-Administrative and Mathematical Physical Sciences and Engineering area obtained the lowest scores, which means that they have lower traits of mathematical anxiety. The interpretation of the data was as expected, although the students of Hu and BS don’t study educational experiences that involve the use of mathematics, there is still a latent negative response to the discipline. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a bibliographic review in multidisciplinary databases to identify central elements in the development of STEM educational experiences from various meanings such as STEM+A or STEAM, for their integration with the arts; STEM+H, for humanities or STEM+Agriculture; among others. This approach has increased its presence at various educational levels, partly due to promotion through multilateral organizations such as the OECD and the IDB, and by the definition of public policies, especially in North America. 67 research articles were analyzed, out of which 53 were selected as a sample because they account for STEM experiences developed in 19 countries on four continents. The majority (54.72%) relate experiences from North America, especially the United States, which contributes with 47.17% of the total sources in the study. The review identifies the following trends: learning purposes, which focus on the development of skills; collaboration between groups and generating good practices for lifelong learning; the use of active learning strategies; the role of ICTs, which are identified as articulators on the basis of their didactic role; and, the success factors of the approach, in which the role of a teacher that prioritizes learning is preponderant. From these experiences, it is concluded that the role of the teacher in the execution of learning experiences with a STEM approach is fundamental, given the pedagogical, didactic, and human implications of developing it. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Miscelanea Comillas is the property of Universidad Pontificia Comillas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Terminal Project Workshop is designed to encourage the student's skills, attitudes and values which will start the process of their professional practice. By making decisions, the student exercises his/her critical judgment from the approach to the problem, the characterization of the user and the urban-architectural solution that will provide. The student develops a research that defines a set of requirements for a specific user and location, proposes an architectural program and a series of design guidelines that will guide the subsequent project. Then he invites external advisors for additional help and finally, he present his project to a synod composed of teachers, advisors and potential users. This executive project includes a projection of costs and financing. With this dynamic we try to encourage reflection, analysis, the value of responsibility and freedom necessary for a professional development in architecture with a sense of leadership. [ABSTRACT FROM AUTHOR]

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School practices narrative documentation is a pedagogical investigation and action method oriented towards generating productive readings on experiences that occur in institutional, geographical and historically located situations. In order to do so, its work dispositives focus on individual and collective production of pedagogical narratives and interpretative texts from teachers and researchers, and stimulate the configuration of communities that collaborate between them. Such texts are oriented to develop and test new ways of naming and considering, in pedagogical terms, "what is happening" in school spaces and "what happens to" the subjects when they produce them. In this way, we intend to contribute to the democratic transformation of school, pedagogical knowledge and teaching practices, since this investigation method is based on the project of creating a new language for pedagogy and critical interpretations of the school, that regard the knowledge and vocabulary used by the teachers to give sense to their teaching practices. [ABSTRACT FROM AUTHOR]