Inhibitory control mediates the association between body mass index and math performance in children: A cross-sectional study.

BACKGROUND: Overweight and obesity affect more than 18% of children and adolescents in the world. Obesity-related associations with brain morphology might be associated with reduced efficiency of inhibitory control. This association highlights a possible mechanism by which obesity impacts intelligence and academic achievement. Prior work indicates a mediating effect of inhibitory control on the relationship between body mass index (BMI) and intelligence and academic achievement. However, although obesity is associated with impaired math performance, we do not know whether inhibitory control also mediates the relationship between BMI and math performance. This study tests the hypothesis that inhibitory control statistically mediates the relationship between BMI and math performance. METHODS: 161 children (9 to 13 years old, 80 female) participated in the present study. We evaluated BMI; math performance, in a test composed of 20 arithmetic equations of the type x = (a × b) - c; and inhibitory control through the Flanker test. We carried out Spearman correlation tests, hierarchical multiple linear regression, and tested the confidence of the model where inhibitory control statistically mediates the indirect association between BMI and math performance. Mediation analysis in this cross-sectional study aimed to improve understanding of indirect relationships and offer insights into possible causal connections. RESULTS: Better math performance and lower BMI were associated with greater accuracy on the inhibitory control test and greater accuracy on the inhibitory control test was associated with better performance on math test. We found an indirect association between higher BMI in children and impairments in math performance, that was mediated by inhibitory control (a: -0.008, p = 0.025; b: 7.10, p = 0.0004; c: 0.05, p = 0.592; c': 0.11, p = 0.238; Indirect Effect: -0.0599, 95% CI: -0.13, -0.005). CONCLUSIONS: An indirect association between higher body mass indices in children and impairments in math performance was detected, through the impact that BMI has on inhibitory control.

EEG alpha and theta time-frequency structure during a written mathematical task.

Since the first electroencephalogram (EEG) was obtained, there have been many possibilities to use it as a tool to access brain cognitive dynamics. Mathematical (Math) problem solving is one of the most important cortical processes, but it is still far from being well understood. EEG is an inexpensive and simple indirect measure of brain operation, but only recently has low-cost equipment (mobile EEG) allowed sophisticated analyses in non-clinical settings. The main purpose of this work is to study EEG activation during a Math task in a realistic environment, using mobile EEG. A matching pursuit (MP)-based signal analysis technique was employed, since MP properties render it a priori suitable to study induced EEG activity over long time sequences, when it is not tightly locked to a given stimulus. The study sample comprised sixty healthy volunteers. Unlike the majority of previous studies, subjects were studied in a sitting position with their eyes open. They completed a written Math task outside the EEG lab, wearing a mobile EEG device (EPOC+). Theta [4 Hz-7.5 Hz], alpha (7.5 Hz-13 Hz] and 0.5 Hz micro-bands in the [0.5 Hz-20 Hz] range were studied with a low-density stochastic MP dictionary. Over 1-min windows, ongoing EEG alpha and theta activity was decomposed into numerous MP atoms with median duration around 3 s, similar to the duration of induced, time-locked activity obtained with event-related (des)synchronization (ERS/ERD) studies. Relative to Rest, there was lower right-side and posterior MP alpha atom/min during Math, whereas MP theta atom/min was significantly higher on anteriorly located electrodes, especially on the left side. MP alpha findings were particularly significant on a narrow range around 10 Hz-10.5 Hz, consistent with FFT alpha peak findings from ERS/ERD studies. With a streamlined protocol, these results replicate previous findings of EEG alpha and theta activation obtained during Math tasks with different signal analysis techniques and in different time frames. The efficient application to real-world, noisy EEG data with a low-resolution stochastic MP dictionary shows that this technique is very encouraging. These results provide support for studies of mathematical cognition with mobile EEG and matching pursuit.

New trends in modelling of breakthrough curves to remove pollutants using adsorption on advanced monoliths geometries.

This work proposes a rigorous mathematical model capable of reproducing the adsorption process in dynamic regime on advanced monoliths geometries. For this, four bed geometries with axisymmetric distribution of channels and similar solid mass were proposed. In each geometry a different distribution of channels was suggested, maintaining constant the bed dimensions of 15 cm high and 5 cm radius. The mathematical modeling includes mass and momentum transfer phenomena, and it was solved with the COMSOL Multiphysics software using mass transfer parameters published in the literature. The overall performance of the column was evaluated in terms of breakthrough (CA/CA0 = 0.1) and saturation times (CA/CA0 = 0.9). The mass and velocity distributions obtained from the proposed model show good physical consistency with what is expected in real systems. In addition, the model proved to be easy to solve given the short convergence times required (2-4 h). Modifications were made to the bed geometry to achieve a better use of the adsorbent material which reached up to 80%. The proposed bed geometries allow obtaining different mixing distributions, in such a way that inside the bed a thinning of the boundary layer is caused, thus reducing diffusive effects at the adsorbent solid-fluid interface, given dissipation rates of about 323 × 10-11 m2/s3. The bed geometry composed of intersecting rings deployed the best performance in terms of usage of the material adsorbent, and acceptable hydrodynamical behavior inside the channels (maximum fluid velocity = 35.4 × 10-5 m/s and drop pressure = 0.19 Pa). Based on these results, it was found that it is possible to reduce diffusional effects and delimit the mass transfer zone inside the monoliths, thus increasing the efficiency of adsorbent fixed beds.

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term.

OBJECTIVES: To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term. STUDY DESIGN: This prospective cohort study comprised 6924 individuals, including n = 444 (6.4%) adolescents born preterm (<37 weeks of gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics and between preterm birth, preschool literacy, and GCSE English. RESULTS: Similar numbers of adolescents born preterm and at term achieved a GCSE in mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9%, respectively; P values > .05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR: 1.51, CI: 1.14, 2.00) and literacy skills (OR: 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills. CONCLUSIONS: Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

Executive performance and mathematic learning difficulties: association with sociodemographic aspects / Desempenho executivo e dificuldades de aprendizagem em matemática: associações com aspectos sociodemográficos / Desempeño ejecutivo y dificultades en el aprendizaje de las matemáticas: associaciones con aspectos sociodemográficos

Considering the association between Executive Functions (EF) and performance in mathematic, we aimed to analyse the low executive functions ­ which impact the individual's personal, social, and educational functioning ­, and their associations with this performance and sociodemographic aspects not already explored in students aged 8 to 12 years. One hundred and ten participants were evaluated using the MMSE, Coruja PROMAT, NEUPSILIN-INF, FDT and a Sociodemographic Questionnaire. Correlation and regression analysis indicated that low executive accomplishment influences performance in mathematics, especially considering working memory and cognitive flexibility. The variables gender, family income and parents' age were not related to the presentation of low EF. In contrast, the sociodemographic aspects of school shift and parents' education were shown to be related to executive performance, especially among public school students, revealing the importance of attention to these factors

Considerando a associação entre Funções Executivas (FE) e desempenho em matemática, objetivou-se analisar a baixa performance executiva ­ que impacta o funcionamento pessoal, social e educacional do indivíduo ­, e suas associações com esse desempenho e aspectos sociodemográficos ainda não explorados em escolares de 8 a 12 anos. Foram avaliados 110 participantes de ambos os sexos a partir dos instrumentos MEEM, Coruja-PROMAT, NEUPSILIN, FDT e Questionário Sociodemográfico. As análises de correlação e regressão empreendidas indicaram que o baixo desempenho executivo exerce influência sobre o desempenho em matemática, especialmente considerando a memória de trabalho e a flexibilidade cognitiva. As variáveis sexo, renda familiar e idade dos pais não apresentaram relação com baixa FE. Em contraponto, os aspectos sociodemográficos turno escolar e escolaridade dos pais se demonstraram fortemente relacionados à baixa performance executiva, especialmente nos estudantes de escola pública, revelando a importância da atenção a esses fatores

Considerando la asociación entre Funciones Ejecutivas (FE) y desempeño en matemáticas, objetivamos analizar la baja performance ejecutiva - que impacta en el funcionamiento personal, social y educativo del individuo - y sus asociaciones con este desempeño y aspectos sociodemográficos no explorados en escolares de 8 a 12 años. Ciento y diez participantes de ambos sexos fueron evaluados utilizando lo MEEM, Coruja-PROMAT, NEUPSILIN, FDT y Cuestionario Sociodemográfico. Los análisis de correlación y regresión indicaron que el bajo rendimiento ejecutivo influye en el rendimiento en matemáticas, especialmente considerando la memoria de trabajo y la flexibilidad cognitiva. Las variables sexo, renta familiar y edad de los progenitores no se relacionaron con baja FE. Por el contrario, los aspectos sociodemográficos turno escolar y educación de los progenitores estaban fuertemente relacionados con el bajo desempeño ejecutivo, especialmente en los estudiantes de escuelas públicas, revelando la importancia atención a estos factores

Modelo predictivo del fracaso de la terapia eléctrica en la fibrilación auricular paroxística / Predictive model of electrical therapy failure in paroxysmal atrial fibrillation

Introducción: La fibrilación auricular es la arritmia recurrente más habitual en la práctica clínica. Su prevalencia se multiplica en la población actual y tiene diferentes causas fisiopatológicas que la convierten en una pandemia mundial. Objetivos: Diseñar un modelo predictivo de fracaso de la terapia eléctrica en pacientes con fibrilación auricular paroxística. Métodos: Se realizó un estudio de casos y controles, con 33 casos y 66 controles. Variables predictoras: edad, fracción de eyección ≤ 40 por ciento, volumen de aurícula izquierda ≥ 34 mL/m2. A partir de la regresión logística se obtuvo un modelo en el que fueron incluidos el valor predictivo positivo, valor predictivo negativo, la sensibilidad y especificidad. Resultados: Los factores de riesgo predictores fueron: edad ≥ 55 años (p= 0,013; odds ratio (OR)= 3,58; intervalo de confianza -IC- 95 por ciento: 1,33-9,67); la fracción de eyección del ventrículo izquierdo (FEVI) ≤ 40 por ciento se observó en 20 pacientes (22,7 por ciento) (p= 0,004; OR= 4,45; IC95 por ciento: 1,54-12,8); presión de aurícula izquierda elevada, volumen de aurícula izquierda elevado (p= 0,004; OR= 3,11; IC95 por ciento: 1,24-8,77), según el modelo de regresión logística. Se realizó la validación interna por división de datos; se confirmó que el modelo pronostica bien los que van a tener éxito en el resultado terapéutico. Conclusiones: El modelo predictivo elaborado está compuesto por los predictores edad > 55 años, FEVI; volumen de aurícula izquierda; presenta un buen ajuste y poder discriminante, sobre todo valor predictivo positivo(AU)

Introduction: Atrial fibrillation is the most common recurrent arrhythmia in clinical practice. Its prevalence is multiplying in the current population and has different pathophysiological causes that make it a global pandemic. Objectives: To design a predictive model for failure of electrical therapy in patients with paroxysmal atrial fibrillation. Methods: A case-control study was carried out with 33 cases, and 66 controls. Predictor variables: age, ejection fraction ≤ 40 percent, left atrial volume ≥ 34 mL/m2. From logistic regression, a model was obtained in which the positive predictive value, negative predictive value, sensitivity and specificity were included. Results: The predictive risk factors were: age ≥ 55 years (p= 0.013; odds ratio (OR)= 3.58; 95 percent confidence interval -CI-: 1.33-9.67); left ventricular ejection fraction (LVEF) ≤ 40 percent was observed in 20 patients (22.7 percent) (p= 0.004; OR= 4.45; 95 percent CI: 1.54-12.8); elevated left atrial pressure, elevated left atrial volume (p= 0.004; OR= 3.11; 95 percent CI: 1.24-8.77), according to the logistic regression model. Internal validation was carried out by data division; It was confirmed that the model predicts very well those who will be successful in the therapeutic result. Conclusions: The predictive model developed is composed of the predictors age > 55 years, LVEF; left atrial volume; It presents a good fit and discriminating power, especially positive predictive value(AU)

Effects of a 3-factor field intervention on numerical and geometric knowledge in preschool children.

The main aim of this study was to develop and test the effects of a field math intervention program on both number and geometry knowledge. The intervention was developed based on three basic skills previously associated with mathematical performance: symbolic number knowledge, mapping processes and spatial reasoning. The participants were 117 preschoolers from six schools in Cali and Bogotá. The children were assigned to an intervention group (N = 55) or a control group (N = 62). The intervention lasted 11 weeks with 3 sessions per week where the children participated in different game-based activities. Tests of numerical and geometric knowledge were administered before and after the intervention. The effects of the intervention were tested twice, immediately after the program ended and six months later. The results show that the children in the intervention group improved more than the control group in both number and geometry. The second posttest revealed a significant intervention effect for geometry, but not for numerical knowledge. The implications of these mixed patterns of results are discussed in the paper.

A comparative study of the cortical function during the interpretation of algorithms in pseudocode and the solution of first-order algebraic equations.

This study intends to determine whether similarities of the functioning of the cerebral cortex exist, modeled as a graph, during the execution of mathematical tasks and programming related tasks. The comparison is done using network parameters and during the development of computer programming tasks and the solution of first-order algebraic equations. For that purpose, electroencephalographic recordings (EEG) were made with a volunteer group of 16 students of systems engineering of Universidad del Norte in Colombia, while they were performing computer programming tasks and solving first-order algebraic equations with three levels of difficulty. Then, based on the Synchronization Likelihood method, graph models of functional cortical networks were developed, whose parameters of Small-Worldness (SWN), global(Eg) and local (El) efficiency were compared between both types of tasks. From this study, it can be highlighted, first, the novelty of studying cortical function during the solution of algebraic equations and during programming tasks; second, significant differences between both types of tasks observed only in the delta and theta bands. Likewise, the differences between simpler mathematical tasks with the other levels in both types of tasks; third, the Brodmann areas 21 and 42, associated with auditory sensory processing, can be considered as differentiating elements of programming tasks; as well as Brodmann area 8, during equation solving.

A way forward in pulmonary aspiration incidence reduction: ultrasound, mathematics, and worldwide data collection

Abstract Aspiration of gastric contents during induction of general anesthesia remains a significant cause of mortality and morbidity in anesthesia. Recent data show that pulmonary aspiration still accounts for many cases with implications on mortality despite technical and technological evolution. Practical, ethical, and methodological issues prevent high-quality research in the setting of aspiration and rapid sequence induction/intubation, and significant controversy is ongoing. Patients' position, drugs choice, dosing and timing, use of cricoid force, and a reliable risk assessment are widely debated with significant questions still unanswered. We focus our discussion on three approaches to promote a better understanding of rapid sequence induction/intubation and airway management decision-making. Firstly, we review how we can use qualitative and quantitative assessment of fasting status and gastric content with the point-of-care ultrasound as an integral part of preoperative evaluation and planning. Secondly, we propose using imaging-based mathematical models to study different patient positions and aspiration mechanisms, including identifying aspiration triggers. Thirdly, we promote the development of a global data collection system aiming to obtain precise epidemiological data. Therefore, we fill the gap between evidence-based medicine and experts' opinion through easily accessible and diffused computer-based databases. A better understanding of aspiration epidemiology obtained through focused global data gathering systems, the widespread use of ultrasound-based prandial status evaluation, and development of advanced mathematical models might potentially guide safer airway management decision making in the 21st century.

Gender gaps in Mathematics and Language: The bias of competitive achievement tests.

This research paper examines the extent to which high-stakes competitive tests affect gender gaps in standardized tests of Mathematics and Language. To this end, we estimate models that predict students' results in two national standardized tests: a test that does not affect students' educational trajectory, and a second test that determines access to the most selective universities in Chile. We used data from different gender twins who took these tests. This strategy allows us to control, through household fixed effects, the observed and unobserved household characteristics. Our results show that competitive tests negatively affect women. In Mathematics, according to both tests, there is a gender gap in favor of men, which increases in the university entrance exam, especially for high-performance students. As the literature review shows, women are negatively stereotyped in Mathematics, so this stereotype threat could penalize high-achieving women, that is, those that go against the stereotype. In Language tests, women outperform men in the standardized test taken in high school, but the situation is reversed in the university entrance exam. From our analysis of Chilean national data, we find no evidence that the gender effect observed in the competitive test depends on the students' achievement level. Following the literature, this gender gap may be linked to women's risk aversion, lower self-confidence, lower preference for competition, as well as the effect of answering a test under time pressure.

Effects of the math anxiety of parents and peachers on students / Efeito da ansiedade matemática de pais e professores em escolares / Efecto de la ansiedad matemática de padres y profesores en estudiantes

The aim of the study was to demonstrate a relationship between the math anxiety (MA) of parents and teachers and the MA of children and the effects on the children's performance in arithmetic. 286 children aged between 7 and 10 years and their parents and mathematics teachers participated in the study. The instruments used were: Math Anxiety Questionnaire; School Performance Test - Arithmetic subtest; Mathematical Anxiety Scale; and Raven's Colored Progressive Matrices. The results showed that advanced age of the teacher was a predictor of high levels of MA, which influenced the children's performance in arithmetic. Low parental education was associated with high MA, however, there were no correlations between parents' and children's MA. A significant difference was found between the MA mean scores for girls and boys, with the girls presenting higher levels of MA. (AU)

O objetivo do estudo foi evidenciar a relação entre a ansiedade matemática (AM) dos pais e dos professores com a AM das crianças e o desempenho destas em aritmética. Participaram do estudo 286 crianças com idade entre 7 e 10 anos e seus respectivos pais e professores de matemática. Os instrumentos utilizados foram: Questionário de Ansiedade Matemática, Teste de Desempenho Escolar - Subteste de Aritmética, Escala de Ansiedade Matemática e Matrizes Progressivas Coloridas de Raven. Os resultados mostraram que a idade avançada dos professores é um fator preditor para altos níveis de AM, o que influencia no desempenho das crianças em aritmética. A baixa escolaridade dos pais está associada a alta AM, porém não foram encontradas correlações significativas entre AM de pais e crianças. Também foi encontrada uma diferença significativa entre as médias de AM para o sexo feminino e masculino, evidenciando que meninas possuem maiores níveis de AM. (AU)

El objetivo del estudio fue resaltar la relación entre la ansiedad matemática (AM) de padres y docentes con la AM de los niños y su desempeño en aritmética y de los niños. Participaron en el estudio 286 niños entre 7 y 10 años y sus respectivos padres y profesores de matemáticas. Los instrumentos utilizados fueron: Cuestionario de AM; Prueba de Rendimiento Escolar: Subprueba aritmética; Escala de AM; Matrices Progresivas Escala Coloreada de Raven. Los resultados mostraron que la edad avanzada de los docentes es un factor predictivo para altos niveles de AM, lo que influye en el rendimiento de los niños en aritmética. La baja educación de los padres se asocia con un alto AM, pero no se encontraron correlaciones significativas entre AM de padres e hijos. Asimismo, se encontró una diferencia significativa entre las medias de AM de niñas y niños, lo que demuestra que las niñas tienen niveles más altos de AM. (AU)

Modeling VI and VDRL feedback functions: Searching normative rules through computational simulation.

We present the mathematical description of feedback functions of variable interval and variable differential reinforcement of low rates as functions of schedule size only. These results were obtained using an R script named Beak, which was built to simulate rates of behavior interacting with simple schedules of reinforcement. Using Beak, we have simulated data that allow an assessment of different reinforcement feedback functions. This was made with unparalleled precision, as simulations provide huge samples of data and, more importantly, simulated behavior is not changed by the reinforcement it produces. Therefore, we can vary response rates systematically. We've compared different reinforcement feedback functions for random interval schedules, using the following criteria: meaning, precision, parsimony, and generality. Our results indicate that the best feedback function for the random interval schedule was published by Baum (1981). We also propose that the model used by Killeen (1975) is a viable feedback function for the random differential reinforcement of low rates schedule. We argue that Beak paves the way for greater understanding of schedules of reinforcement, addressing still open questions about quantitative features of simple schedules. Also, Beak could guide future experiments that use schedules as theoretical and methodological tools.

Does the frequency of reading and writing habits contribute to executive functions, intelligence, and learning in adolescents with healthy development?

The influence of the frequency of reading and writing habits (FRWH) on cognition has been investigated by several studies in the literature. However, the implications of FRWH on executive development, intelligence, and academic achievement are not yet clear in adolescents with healthy development. The aim was to verify whether there are differences in executive functions, intelligence, and academic achievement between adolescents with high and low FRWH. Moreover, we aimed to investigate if there are differences in the parental FRWH between adolescents with high and low FRWH. The sample was composed of 47 healthy adolescents, n = 24 with high FRWH and n = 23 with low FRWH. Adolescents with higher FRWH had better performance on measures of vocabulary, Speech Act analysis, and Oral Narrative Discourse. Therefore, a high FRWH has a positive influence on the cognitive development of healthy adolescents, especially with regard to pragmatic language. However, adolescents with low FRWH performed better than those with a high FRWH on an automatic counting task. The interpretation of cognitive performance and academic achievement scores in neuropsychological assessment should consider the FRWH of parents and adolescents. This factor should be targeted by early stimulation interventions to help adolescents achieve the highest possible levels of global development.

A way forward in pulmonary aspiration incidence reduction: ultrasound, mathematics, and worldwide data collection.

Aspiration of gastric contents during induction of general anesthesia remains a significant cause of mortality and morbidity in anesthesia. Recent data show that pulmonary aspiration still accounts for many cases with implications on mortality despite technical and technological evolution. Practical, ethical, and methodological issues prevent high-quality research in the setting of aspiration and rapid sequence induction/intubation, and significant controversy is ongoing. Patients' position, drugs choice, dosing and timing, use of cricoid force, and a reliable risk assessment are widely debated with significant questions still unanswered. We focus our discussion on three approaches to promote a better understanding of rapid sequence induction/intubation and airway management decision-making. Firstly, we review how we can use qualitative and quantitative assessment of fasting status and gastric content with the point-of-care ultrasound as an integral part of preoperative evaluation and planning. Secondly, we propose using imaging-based mathematical models to study different patient positions and aspiration mechanisms, including identifying aspiration triggers. Thirdly, we promote the development of a global data collection system aiming to obtain precise epidemiological data. Therefore, we fill the gap between evidence-based medicine and experts' opinion through easily accessible and diffused computer-based databases. A better understanding of aspiration epidemiology obtained through focused global data gathering systems, the widespread use of ultrasound-based prandial status evaluation, and development of advanced mathematical models might potentially guide safer airway management decision making in the 21st century.

Dificultad en Aritmética en niños con alta inteligencia: ¿efecto de la ansiedad matemática? / Dificuldade em aritmética em crianças com alta inteligência: efeito da ansiedade matemática? / Highly intelligent children with difficulty in arithmetic: an effect of math anxiety?

Ansiedade matemática (AM) é um conjunto de crenças, sintomas físicos e emocionais que algumas pessoas experimentam ao lidar com problemas matemáticos. O estudo objetivou investigar o efeito da AM no desempenho aritmético de crianças com alta inteligência. Participaram do estudo 52 crianças com desempenho inferior no subteste aritmética do TDE e classificação "acima da média" ou "intelectualmente superior" nas Matrizes de Raven. Os resultados demonstraram correlação forte entre inteligência e TDE aritmética (r = 0,82; p < 0,000); e correlações moderadas entre TDE aritmética e QAM-A (r = 0,32; p = 0,02) e QAM-B (r = 0,35; p = 0,01). A análise de regressão linear múltipla demonstrou uma predição de 8% da subescala QAM-A e de 11 % da QAM-B como preditores do desempenho aritmético. A ansiedade matemática interfere no desempenho em aritmética, mesmo em crianças com a inteligência fluída acima do esperado, sugerindo um importante efeito dos mecanismos emocionais.

Ansiedad matemática (AM) es un conjunto de creencias, síntomas físicos y emocionales que algunas personas experimentan al lidiar con problemas matemáticos. El estudio tuvo por objetivo investigar el efecto de la AM en el rendimiento aritmético de niños con alta inteligencia. Participaron del estudio 52 niños con rendimiento inferior en la subprueba aritmética del TDE y clasificación "superior de la media" o "intelectualmente superior" en las Matrices de Raven. Los resultados apuntan fuerte correlación entre inteligencia y TDE aritmética (r = 0,82; p < 0,000); y correlaciones moderadas entre TDE aritmética y QAM-A (r = 0,32; p = 0,02) y QAM-B (r = 0,35; p = 0,01). El análisis de regresión linear múltiple demostró una predicción del 8% de la subescala QAM-A y del 11 % de la QAM-B como predictores del rendimiento aritmético. La ansiedad matemática interfiere en el rendimiento en aritmética, incluso en niños con la inteligencia fluida superior al esperado, sugiriendo un importante efecto de los mecanismos emocionales.

Mathematical anxiety (MA) is a set of beliefs, physical and emotional symptoms that some people experience when dealing with mathematical problems. The study aimed to investigate the effect of MA on the arithmetic performance of children with high intelligence. Fifty-two children with lower performance on the STP arithmetic subtest and classification "above average" or "intellectually superior" in the Raven Matrices participated in the study. The results showed a strong correlation between intelligence and arithmetic EDT (r = 0.82; p < 0.000); and moderate correlations between arithmetic DET and MAQ (r = 0.32; p = 0.02) and MAQ-B (r = 0.35; p = 0.01). Multiple linear regression analysis showed an 8% prediction of the MAQ-A subscale and 11% of the MAQ-B as predictors of arithmetic performance. Mathematical anxiety interferes with arithmetic performance, even in children with higher than expected fluid intelligence, suggesting an important effect of emotional mechanisms.

Concepções de professores sobre as vivências acadêmicas de universitários de matemática / Teachers 'conceptions about the academic experiences of Mathematics university / Concepciones de los profesores sobre las experiencias académicas de la universidad de Matemáticas

O ingresso à universidade dos estudantes de Matemática é marcado por muitas dificuldades. O conhecimento das concepções dos professores pode nos levar à reflexão de como esses alunos possam ter melhores experiências acadêmicas visto que, os docentes são os principais responsáveis pelo processo de aprendizagem dos estudantes. Este estudo tem como objetivo identificar as concepções de professores sobre a adaptação à universidade e a satisfação com o curso dos alunos de Matemática. Participaram 23 professores, sendo 11 de universidades públicas e 12 de privadas, do estado do Rio de Janeiro. Foi realizada entrevista individual com 12 perguntas abertas. Para a análise dos dados foi utilizado o software Iramuteq. Foram analisados 303 segmentos de texto, obtendo-se cinco Classes (Dificuldades do Estudante, Gestão do Tempo, Razões para a Escolha do Curso, Oportunidades de Emprego e Ambiente Acadêmico). Conclui-se que os professores atribuem as dificuldades de aprendizagem dos alunos aos déficits de conteúdo, falta de gerenciamento do tempo e que trabalham durante o dia. (AU)

Mathematics students' entrance into the university is marked by many difficulties. The knowledge of the teachers 'conceptions can lead us to reflect on how these students can have better academic experiences since, the teachers are the main responsible for the students' learning process. This study aims to identify teachers 'conceptions about adaptation to the university and satisfaction with the mathematics students' course. Participated 23 teachers, 11 from public universities and 12 from private universities in the state of Rio de Janeiro. Individual interviews were conducted with 12 open-ended questions. Iramuteq software was used for data analysis. 303 text segments were analyzed, obtaining five Classes (Student Difficulties, Time Management, Reasons for Choosing the Course, Employment Opportunities and Academic Environment). It is concluded that teachers attribute students' learning difficulties to content deficits, lack of time management and who work during the day. (AU)

El ingreso de los estudiantes de matemáticas a la universidad está marcado por muchas dificultades. El conocimiento de las concepciones de los docentes puede llevarnos a reflexionar sobre cómo estos estudiantes pueden tener mejores experiencias académicas ya que, los docentes son los principales responsables del proceso de aprendizaje de los estudiantes. Este estudio tiene como objetivo identificar las concepciones de los docentes sobre la adaptación a la universidad y la satisfacción con el curso de los estudiantes de matemáticas. Participaron 23 profesores, 11 de universidades públicas y 12 de universidades privadas del estado de Río de Janeiro. Se realizaron entrevistas individuales con 12 preguntas abiertas. Se utilizó el software Iramuteq para el análisis de datos. Se analizaron 303 segmentos de texto, obteniendo cinco Clases (Dificultades del alumno, Gestión del tiempo, Razones para elegir el curso, Oportunidades laborales y Ambiente académico). Se concluye que los docentes atribuyen las dificultades de aprendizaje de los estudiantes a déficits de contenido, falta de gestión del tiempo y que trabajan durante la jornada. (AU)

Reduced choice-confidence in negative numerals.

Negative numbers are central in math. However, they are abstract, hard to learn, and manipulated slower than positive numbers regardless of math ability. It suggests that confidence, namely the post-decision estimate of being correct, should be lower than positives. We asked participants to pick the larger single-digit numeral in a pair and collected their implicit confidence with button pressure (button pressure was validated with three empirical signatures of confidence). We also modeled their choices with a drift-diffusion decision model to compute the post-decision estimate of being correct. We found that participants had relatively low confidence with negative numerals. Given that participants compared with high accuracy the basic base-10 symbols (0-9), reduced confidence may be a general feature of manipulating abstract negative numerals as they produce more uncertainty than positive numerals per unit of time.

La venganza como rechazo de la responsabilidad. la ira de Dios / La muerte lenta de Luciana B / Revenge as rejection of responsibility

Dos novelas sucesivas del escritor y matemático argentino Guillermo Martínez, "Crímenes imperceptibles" (2004) y "La muerte lenta de Luciana B." (2007) fueron llevadas al cine. En ambas se abordan las categorías lógico-matemáticas de azar y necesidad, permitiendo abrir una brecha entre ellas para conjeturar una hipótesis clínica sobre la responsabilidad subjetiva de los personajes. Este trabajo pone el foco en la versión "La ira de Dios" (Schindel, 2022), introduciendo la cuestión de las leyes del azar, la respuesta de un sujeto a ese encuentro con el azar, para concluir con la venganza como rechazo de la responsabilidad.

Two successive novels by Argentine writer and mathematician Guillermo Martínez, "Imperceptible Crimes" (2004) and "The Slow Death of Luciana B." (2007) were made into movies. In both, the logical-mathematical categories of chance and necessity are addressed, allowing a gap to be opened between them to conjecture a clinical hypothesis about the subjective responsibility of the characters. This work focuses on the version "The Wrath of God" (Schindel, 2022), introducing the question of the laws of chance, the response of a subject to that encounter with chance, to conclude with revenge as a rejection of the responsibility