The Effect of Photosensitizer Metalation Incorporated into Arene-Ruthenium Assemblies on Prostate Cancer.

Prostate cancer is the second most common cancer for men and a major health issue. Despite treatments, a lot of side effects are observed. Photodynamic therapy is a non-invasive method that uses photosensitizers and light to induce cell death through the intramolecular generation of reactive oxygen species, having almost no side effects. However, some of the PSs used in PDT show inherent low solubility in biological media, and accordingly, functionalization or vectorization is needed to ensure internalization. To this end, we have used arene-ruthenium cages in order to deliver PSs to cancer cells. These metalla-assemblies can host PSs inside their cavity or be constructed with PS building blocks. In this study, we wanted to determine if the addition of metals (Mg, Co, Zn) in the center of these PSs plays a role. Our results show that most of the compounds induce cytotoxic effects on DU 145 and PC-3 human prostate cancer cells. Localization by fluorescence confirms the internalization of the assemblies in the cytoplasm. An analysis of apoptotic processes shows a cleavage of pro-caspase-3 and poly-ADP-ribose polymerase, thus leading to a strong induction of DNA fragmentation. Finally, the presence of metals in the PS decreases PDT's effect and can even annihilate it.

Dimethyl Sulfoxide: A Bio-Friendly or Bio-Hazard Chemical? The Effect of DMSO in Human Fibroblast-like Synoviocytes.

The effect of dimethyl sulfoxide (DMSO) in rheumatoid arthritis (RA) human fibroblast-like synoviocytes (FLSs) has been studied on five different samples harvested from the joints (fingers, hands and pelvis) of five women with RA. At high concentrations (>5%), the presence of DMSO induces the cleavage of caspase-3 and PARP-1, two phenomena associated with the cell death mechanism. Even at a 0.5% concentration of DMSO, MTT assays show a strong toxicity after 24 h exposure (≈25% cell death). Therefore, to ensure a minimum impact of DMSO on RA FLSs, our study shows that the concentration of DMSO has to be below 0.05% to be considered safe.

Ruthenium-based assemblies incorporating tetrapyridylporphyrin panels: a photosensitizer delivery strategy for the treatment of rheumatoid arthritis by photodynamic therapy.

Ruthenium-based assemblies containing tetrapyridylporphyrins (TPyP) in their structure have been evaluated as photosensitizers (PS) to treat rheumatoid arthritis (RA) by photodynamic therapy (PDT). TPyP is useless by itself as a PS due to its low solubility in biological media, however, incorporated in metallacages it can be internalized in cells. The study shows a cellular antiproliferative activity in fibroblast-like synoviocyte (FLS) in the lower nanomolar range in the presence of light, and no dark toxicity at 1 µM concentration, thus having an excellent photoactivity index. The presence of diamagnetic (Zn2+) and paramagnetic (Co2+) metals in the center of TPyP impairs the effectiveness of PDT, showing no (Co) or reduced (Zn) photoactivity. A total of five metallacages with different structural characteristics have been evaluated, and our results suggest that the incorporation of PS in metalla-assemblies is not only an elegant method to increase solubility in biological media for TPyP but also appears to be an efficient hybrid system to treat RA by PDT.

Evaluation of Ruthenium-Based Assemblies as Carriers of Photosensitizers to Treat Rheumatoid Arthritis by Photodynamic Therapy.

For the first time, ruthenium-based assemblies have been used as carriers for photosensitizers in the treatment of rheumatoid arthritis by photodynamic therapy (PDT). These metallacages are totally soluble in physiological media and can transport photosensitizers (PS) in their cavity. After an incubation period, the PS is released in the cytoplasm and irradiation can take place. This strategy allows photosensitizers with low or null solubility in biological media to be evaluated as PDT agents in rheumatoid arthritis. The systems in which 21H,23H-porphine and 29H,31H-phthalocyanine are encapsulated show excellent photocytotoxicity and no toxicity in the dark. On the other hand, systems in which metalated derivatives such as Mg(II)-porphine and Zn(II)-phthalocyanine are used show good photocytotoxicity, but to a lesser extent than the previous two. Furthermore, the presence of Zn(II)-phthalocyanine significantly increases the toxicity of the system. Overall, fifteen different host-guest systems have been evaluated, and based on the results obtained, they show high potential for treating rheumatoid arthritis by PDT.

Proton-responsive naphthyridinone-based RuII complexes and their reactivity with water and alcohols.

We report the synthesis and reactivity of RuII complexes with a new naphthyridinone-substituted phosphine ligand, 7-(diisopropylphosphinomethyl)-1,8-naphthyridin-2(1H)-one (L-H), which contains two reactive sites that can potentially be deprotonated by a strong base: an NH proton of naphthyridinone and a methylene arm attached to the phosphine. In the absence of a base, the stable bis-ligated complex Ru(L-H)2Cl2 (1) containing two NH groups in the secondary coordination sphere is formed. Upon further reaction with a base, a doubly deprotonated, dimeric complex is obtained, [Ru2(L*-H)2(L)2] (2), in which two of the four ligands undergo deprotonation at the NH (L), while the other two ligands are deprotonated at the methylene groups (L*-H) as confirmed by an X-ray diffraction study; intramolecular hydrogen bonding is present between the NH group of one ligand and an O-atom of another ligand in the dimeric structure, which stabilizes the observed geometry of the complex. Complex 2 reacts with protic solvents such as water or methanol generating aqua Ru(L)2(OH2)2 (3) or methanol complexes Ru(L)2(MeOH)2 (4), respectively, both exhibiting intramolecular H-bonded patterns with surrounding ligands at least in the solid state. These complexes react with benzyl alcohols to give aldehydes via base-free acceptorless dehydrogenation.

Photosensitizers Used in the Photodynamic Therapy of Rheumatoid Arthritis.

Photodynamic Therapy (PDT) has become one of the most promising treatment against autoimmune diseases, such as rheumatoid arthritis (RA), as well as in the treatment of different types of cancer, since it is a non-invasive method and easy to carry out. The three main ingredients of PDT are light irradiation, oxygen, and a photosensitizer (PS). Light irradiation depends on the type of molecule or compound to be used as a PS. The concentration of O2 fluctuates according to the medium where the target tissue is located and over time, although it is known that it is possible to provide oxygenated species to the treated area through the PS itself. Finally, each PS has its own characteristics, the efficacy of which depends on multiple factors, such as solubility, administration technique, retention time, stability, excitation wavelength, biocompatibility, and clearance, among others. Therefore, it is essential to have a thorough knowledge of the disease to select the best PS for a specific target, such as RA. In this review we will present the PSs used in the last three decades to treat RA under PDT protocol, as well as insights on the relevant strategies.

Aluminium(iii) dialkyl 2,6-bisimino-4R-dihydropyridinates(-1): selective synthesis, structure and controlled dimerization.

A family of stable and otherwise selectively unachievable 2,6-bisimino-4-R-1,4-dihydropyridinate aluminium (III) dialkyl complexes [AlR'2(4-R-iPrBIPH)] (R = Bn, Allyl; R' = Me, Et, iBu) have been synthesized, taking advantage of a method for the preparation of the corresponding 4-R-1,4-dihydropiridine precursors developed in our group. All the dihydropyrdinate(-1) dialkyl aluminium complexes have been fully characterized by 1H- 13C-NMR, elemental analysis and in the case 2'a, also by X-ray diffraction studies. Upon heating in toluene solution at 110 °C, the dimethyl derivatives 2a and 2'a dimerize selectively through a double cycloaddition. This reaction leads to the formation of two new C-C bonds that involve the both meta positions of the two 4-R-1,4-dihydropyridinate fragments, resulting the binuclear aluminium species [Me2Al(4-R-iPrHBIP)]2 (R = Bn (3a); allyl (3'a)). Experimental kinetics showed that the dimerization of 2'a obeys second order rate with negative activation entropy, which is consistent with a bimolecular rate-determining step. Controlled methanolysis of both 3a and 3'a release the metal-free dimeric bases, (4-Bn-iPrHBIPH)2 and (4-allyl-iPrHBIPH)2, providing a convenient route to these potentially useful ditopic ligands. When the R' groups are bulkier than Me (2b, 2'b and 2'c), the dimerization is hindered or fully disabled, favoring the formation of paramagnetic NMR-silent species, which have been identified on the basis of a controlled methanolysis of the final organometallic products. Thus, when a toluene solution of [AlEt2(4-Bn-iPrBIPH)] (2b) was heated at 110 °C, followed by the addition of methanol in excess, it yields a mixture of the dimer (4-Bn-iPrHBIPH)2 and the aromatized base 4-Bn-iPrBIP, in ca. 1 : 2 ratio, indicating that the dimerization of 2b competes with its spontaneous dehydrogenation, yielding a paramagnetic complex containing a AlEt2 unit and a non-innocent (4-Bn-iPrBIP)˙- radical-anion ligand. Similar NMR monitoring experiments on the thermal behavior of [AlEt2(4-allyl-iPrBIPH)] (2'b) and [AliBu2(4-allyl-iPrBIPH)] (2'c) showed that these complexes do not dimerize, but afford exclusively NMR silent products. When such thermally treated samples were subjected to methanolysis, they resulted in mixtures of the alkylated 4-allyl-iPrBIP and non-alkylated iPrBIP ligand, suggesting that dehydrogenation and deallylation reactions take place competitively.

Improving number sense in kindergarten children with low achievement in mathematics / La mejora del sentido de número en niños de preescolar con bajo rendimiento en matemáticas

The present study evaluated the effectiveness of educational intervention software, Playing with Numbers-2 on early mathematics learning. This software trains learning and mathematical reasoning skills, using an evidenced-based procedure. A total of 156 second-year preschool boys and girls (Mean age = 65.39 months) were assessed by the Early Numeracy Test (ENT), a computerized test to evaluate early math competency. An experimental design with control group and pre and post-intervention assessments was used. Significant differences between pre- and post- intervention for the experimental group was obtained average increase for ENT scores achieved by the experimental group was significantly higher than the control group. The effect size was also significant (d = 1.35; and r = .56). This educational intervention using computer-based software, while it does not replace face-to-face instruction, may help to improve the performance of young students at risk of developing problems learning mathematics

El presente estudio evaluó la eficacia del programa de intervención educativa denominado Jugando con los números-2 en el aprendizaje matemático temprano. Este software incide en el aprendizaje y el perfeccionamiento de las habilidades de razonamiento matemático utilizando un procedimiento basado en la evidencia. Un total de 156 niños y niñas en edad preescolar (edad media = 65.39 meses) los cuales fueron evaluados mediante el instrumento Early Numeracy Test (ENT), un test computarizado para evaluar la competencia matemática temprana. Se utilizó un diseño experimental con grupo control y evaluaciones pre y post-intervención. Se obtuvieron diferencias significativas antes y después de la intervención para el grupo experimental mostrando un incremento en las puntuaciones arrojadas que fueron significativamente superiores a las alcanzadas por el grupo control. El tamaño del efecto fue también significativo (d = 1.35; y r = .56). Esta intervención educativa utilizando como base un programa computarizado no pretende reemplazar la instrucción tradicional, pero puede ayudar a mejorar el rendimiento de los estudiantes jóvenes en riesgo de desarrollar dificultades de aprendizaje de las matemáticas

Rendimiento de la memoria prospectiva en personas mayores, adultos y jóvenes / Prospective memory performance in older people, adults and youth / Rendimento da memória prospectiva em idosos, adultos e jovens

La finalidad del presente trabajo fue comprobar las diferencias que pudieran existir en Memoria Prospectiva (MP) entre jóvenes, adultos y personas mayores; analizar las relaciones existentes entre variables de comprensión y fluidez verbal y la MP; y verificar la existencia de relaciones entre la percepción subjetiva del estado de salud y el rendimiento de la MP. A través de un diseño transversal, se trabajó con 270 participantes distribuidos en tres grupos de edad: jóvenes de 18 a 28 años; adultos de 45 a 55, y personas mayores de 60 a 80. Se evaluó a los participantes en relación con sus aptitudes de comprensión y fluidez verbal, así como en la percepción subjetiva de su estado de salud. Posteriormente se realizó un experimento donde se les presentaron párrafos de tres frases en la pantalla del computador y ellos tenían que reconocer palabras previamente acordadas, que indicarían su nivel de MP. Los resultados permitieron confirmar diferencias significativas en memoria prospectiva entre mayores y jóvenes. Sin embargo, no se encontraron diferencias entre jóvenes y adultos. Se detectó la importancia de las aptitudes verbales y la influencia de la percepción subjetiva del estado de salud para tener un mejor rendimiento en estas tareas de laboratorio de MP.

The aims of this study were to verify the potential differences in prospective memory (PM) among young people, adults and the elderly; analyze the relationships between variables of comprehension and verbal fluency and PM; and finally, verify the existence of a relationship between self-reported health status and performance on PM. A cross- sectional design was used. The study involved 270 participants divided into three age groups: young people aged 18 to 28 years; adults 45 to 55, and seniors 60 to 80. Their comprehension and verbal fluency skills were assessed as well as their self-perceived health status. Subsequently, an experiment was carried out where participants were presented with paragraphs of three sentences on a computer screen and they had to recognize previously agreed words that would indicate their level of MP. The results established significant differences in prospective memory between adults and older people and between young people and the elderly. But no differences between youth and adults were found..The importance of verbal comprehension and verbal fluency in solving prospective memory experimental tasks was also significant. In addition, a better self-perception of well-being was linked to a higher performance in PM.

A finalidade do presente trabalho foi comprovar as diferenças que puderam existir na Memória Prospectiva (MP) entre jovens, adultos e idosos; analisar as relações existentes entre variáveis de compreensão e fluência verbal e a MP; e verificar a existência de relações entre a percepção subjetiva do estado de saúde e o rendimento da MP. Através de um desenho transversal, se trabalhou com 270 participantes distribuídos em três grupos de idade: jovens de 18 a 28 anos; adultos de 45 a 55, e idosos de 60 a 80. Avaliaram-se os participantes em relação com suas aptidões de compreensão e fluência verbal, assim como na percepção subjetiva de seu estado de saúde. Posteriormente realizou-se um experimento onde foram apresentados parágrafos de três frases na tela do computador e eles tinham que reconhecer palavras previamente lembradas, que indicariam seu nível de MP. Los resultados permitiram confirmar diferencias significativas em memória prospectiva entre idosos e jovens. Porém, não se encontraram diferenças entre jovens e adultos. Detectou-se a importância das aptidões verbais e a influencia de a percepção subjetiva do estado de saúde para ter um melhor rendimento nestas tarefas de laboratório de MP.

Procesos de automatización cognitiva en alumnado con altas capacidades intelectuales / Automatic cognitive processing in gifted and non gifted students

Proponemos desde el enfoque del procesamiento de la información, el estudio de características cognitivas que faciliten la identificación de las altas capacidades. A tal fin, elaboramos una tarea de habilidad de segmentación silábica que, a partir del modelo propuesto por Baddeley sobre la memoria de trabajo y la distinción entre procesos automáticos y controlados, nos permitiese comprobar las diferencias en cuanto a la capacidad de automatización de la información y si los indicadores propuestos en la misma, tenían suficiente poder clasificatorio o predictivo en la identificación de la alta capacidad intelectual. Participaron 480 niños y niñas de primero a cuarto de Educación Primaria. Se clasificaron, en función de su CI, en dos grupos: alumnado de altas capacidades y alumnado de capacidades medias. Se les administró una batería de pruebas entre las que se encontraba el test de habilidad de segmentación silábica, lo que permitió realizar su estandarización. Los resultados mostraron que los alumnos con CI superior a 130 fueron capaces de automatizar la segmentación de forma más eficiente que los de inteligencia media. La medición de los procesos automáticos a través del test de habilidad de segmentación silábica, permitió diferenciar a los participantes de altas capacidades de los que no lo eran (AU)

The traditional gifted children assessment model has several insufficiencies. It is based on IQ data as a main definition of giftedness. However this paper proposes other perspective from the processing information theory. We studied other cognitive variables that could be used for gifted children’s assessment. A syllabic segmentation skills test was designed after the working memory’s Baddeley and automatic and controlled processes models by Shneider y Shiffrin. The syllabic segmentation skills test allows learning more about the routine information processing, and it is able to prove its predictive capacity identifying gifted students. A total of 480 primary school children from 6 to 9 years old participated in this study. After IQ were assessed with the Wechsler Intelligence Scale for Children (WISC), students were distributed in two different groups (gifted and non gifted). All participants were also assessed by the syllabic segmentation skills test. Different measurements for syllabic segmentation skills test’s standardization were collected. Results shown that gifted children had significant higher scores on syllabic segmentation than non gifted. This suggests that children with a IQ over 130 were able to make routine information processing faster than lower performers, and the syllabic segmentation skills test was able to discriminate gifted and non gifted students (AU)

Niveles de dificultad de la conciencia fonológica y aprendizaje lector / Levels of difficulty in phonological awareness and learning to read

Aunque existe una relación entre conciencia fonológica y lectura, se da una controversia sobre su posible causalidad. El conocimiento fonológico es una habilidad necesaria para el aprendizaje de la lectura, pero el proceso de aprender a leer puede facilitar su desarrollo. Estudios previos han efectuado un entrenamiento en conciencia fonológica, pero son menos los que evalúan el desarrollo de la conciencia fonológica en alumnos que no han recibido entrenamiento. Los objetivos fundamentales de este estudio han sido: a) determinar los niveles de dificultad de la conciencia fonológica en relación con niveles silábico y fonémico en tareas de identificación, adición y omisión en sílabas y fonemas, y b) identificar diferencias de conciencia fonológica en función del desarrollo lector. Se evaluó, mediante la Prueba de Evaluación del Conocimiento Fonológico, a 299 estudiantes de edades comprendidas entre 5,6 y 7,6 años (el 52,6 %, niños, y el 47,4 %, niñas), procedentes de colegios públicos. Fueron distribuidos en tres grupos según el nivel lector alcanzado. Los resultados mostraron diferencias significativas en la conciencia fonológica en función del nivel de desarrollo lector entre los grupos, considerando conciencia fonológica, silábica y fonémica. Se detectó a aproximadamente el 18 % de los participantes (un total de 53 alumnos) con dificultades, el 55 %, niños, y el 45 %, niñas. Estos resultados son relevantes por cuanto indican que conviene realizar una intervención cuando los problemas con la lectura tengan que ver con el conocimiento fonológico. La secuencia de desarrollo encontrada permite establecer actividades para entrenar al alumnado con dificultades de aprendizaje de la lectura (AU)

Although there is a relationship between phonological awareness and reading, the reasons for this relationship are controversial. Phonological knowledge is a necessary skill for learning to read, but the process of learning to read can facilitate the development of this knowledge. Previous studies have provided training in phonological awareness, but few have evaluated the development of phonological awareness in students with no previous training in reading. The main aims of this study were (1) to analyze levels of difficulty in phonological awareness in relation to the identification, addition and omission of syllables and phonemes, and (2) to identify differences in phonological awareness as a function of reading development. A total of 299 preschool and first-grade students, aged between 5.6 and 7.6 years (52.6 % boys and 47.4 % girls), from distinct public schools were assessed by the Phonological Awareness Assessment Test. Participants were distributed in three different groups according to their reading skills. The results showed significant differences in phonological awareness as a function of reading development among the groups when syllabic and phonemic phonological knowledge were assessed. Approximately 18 % of participants (53 students) were identified as having learning difficulties (55 % boys and 45 % girls). These results suggest the advisability of implementing intervention programs when reading problems are related to phonological knowledge. The sequence of phonological development identified allows us to design tasks with different levels of difficulty in order to train students with learning problems in reading (AU)

[Naming speed and phonological awareness in early reading learning]. / Velocidad de nombrar y conciencia fonológica en el aprendizaje inicial de la lectura.

The ability to read is a basic acquisition that conditions children's social integration and it is an important factor in school success. It is considered a complex activity in which different levels of cognitive processes are involved. The relationship between phonological awareness, naming speed and learning to read has been widely studied. Research on this topic has previously been carried out with different training procedures, or with children with reading and writing learning disabilities, or children with phonological awareness problems. The innovative aspect of this research is that it presents a longitudinal study of the influence of phonological awareness and naming speed on reading with no training procedure. 85 kindergarten children were assessed with Rapid Automatized Naming Test, The Phonological Knowledge Test (PECO) and the Reading Test (PROLEC-R) at two development points: at 5,6 and at 6.5 years old. A correlational comparison and a hierarchical regression analysis were calculated in order to determine the explicit variance for phonological awareness and naming speed in reading. Results showed that phonological awareness and naming speed differentially explain variance in reading. The discrepancies found are a consequence of the different measurement techniques for phonological awareness and naming speed used by the diverse authors.

Velocidad de nombrar y conciencia fonológica en el aprendizaje inicial de la lectura / Naming speed and phonological awareness in early reading learning

Se estima que existe relación entre conciencia fonológica y la velocidad de nombrar en el aprendizaje de la lectura. Los estudios se han realizado a través de procedimientos de intervención, o bien con alumnos con dificultades de aprendizaje de lectoescritura o con escasa conciencia fonológica. Se presenta un estudio longitudinal sin intervención como elemento innovador para conocer la influencia de la conciencia fonológica y la velocidad de nombrar sobre la lectura. 85 alumnos fueron evaluados con el Rapid Automatized Naming Test, la Prueba de Evaluación del Conocimiento Fonológico y el test de evaluación de lectura PROLEC-R en dos momentos evolutivos: a los 5,6 y a los 6,5 años. Se realizó un cálculo correlacional, así como un análisis de regresión jerárquica para conocer la varianza explícita de las variables conciencia fonológica y velocidad de nombrar en la lectura. Los resultados mostraron que la conciencia fonológica y la velocidad de nombrar contribuyen de manera distinta a la decodificación lectora. Las discrepancias encontradas con estudios previos en este campo pueden derivarse de las distintas medidas utilizadas en conciencia fonológica y velocidad de nombrar(AU)

The ability to read is a basic acquisition that conditions children’s social integration and it is an important factor in school success. It is considered a complex activity in which different levels of cognitive processes are involved. The relationship between phonological awareness, naming speed and learning to read has been widely studied. Research on this topic has previously been carried out with different training procedures, or with children with reading and writing learning disabilities, or children with phonological awareness problems. The innovative aspect of this research is that it presents a longitudinal study of the influence of phonological awareness and naming speed on reading with no training procedure. 85 kindergarten children were assessed with Rapid Automatized Naming Test, The Phonological Knowledge Test (PECO) and the Reading Test (PROLEC-R) at two development points: at 5,6 and at 6.5 years old. A correlational comparison and a hierarchical regression analysis were calculated in order to determine the explicit variance for phonological awareness and naming speed in reading. Results showed that phonological awareness and naming speed differentially explain variance in reading. The discrepancies found are a consequence of the different measurement techniques for phonological awareness and naming speed used by the diverse authors(AU)

Ni(II) complexes with Schiff bases derived from amino sugars.

It was found by 1H and 13C NMR spectroscopy that the Schiff base, 2-deoxy-2-(2-hydroxybenzaldimino)-D-glucopyranose exhibits enol-imine-keto-amine and anomeric equilibria in methanolic, and in dimethyl sulfoxide solutions. The reaction of the Schiff base with nickel acetate gave the bidentate, mononuclear Ni(II) complex that was characterized by spectroscopic methods and by cyclic voltammetry. The coordination of the Schiff base to the metal is through the enol-imine tautomeric form, and the anomeric equilibrium remains in dimethyl sulfoxide solutions. This complex was also obtained by reaction of D-glucosamine with Ni(II) salicylaldehydate. The same reaction was employed for the synthesis of bis-N-[2-deoxy-D-galactopyranosyl-2-(2-hydroxybenzaldiminate)]Ni(II). The small paramagnetic shifts of the 1H NMR resonances of the complexes suggest that paramagnetic species are present in low proportions.

Programa para la mejora de la atención en personas mayores / A computerized program for increasing attention in the elderly

Los procesos atencionales parecen ser uno de los mecanismos cognitivos particularmente susceptibles de deterioro durante la fase vital del envejecimiento. A través de esta investigación hemos querido conjugar el desarrollo de un programa informático multimedia; con la puesta en práctica de un plan de entrenamiento en funciones cognitivas atencionales, usando estrategias de Enseñanza Asistida por Ordenador (EAO). Un total de 30 hombres y mujeres, cuyas edades oscilan entre los 57 y los 80 años, fueron sometidos durante diez sesiones al programa informático multimedia interactivo "Cómo mejorar tus habilidades mentales". Cada sesión tenía una duración aproximada de 40 minutos, durante los que se registraba su ejecución en tres tareas informatizadas. Se establecen las curvas de aprendizaje para cada una de las tareas, y se comparan los resultados obtenidos por el conjunto del grupo sesión a sesión a lo largo del tratamiento, siendo el ANOVA (nivel de confianza p < 0,05) entre sesiones estadísticamente significativo (AU)

Pensamiento formal y resolución de problemas matemáticos / Formal operational thought and mathematics problems solving

En el marco del estudio de los procesos de razonamiento matemático se presenta una investigación para analizar las posibles relaciones entre los logros cognitivos alcanzados durante el estadio del pensamiento formal y la resolución de problemas matemáticos. 78 alumnos/as de 4° de Secundaria fueron estudiados mediante la prueba de razonamiento lógico TOLT, y con una prueba de resolución de problemas matemáticos. El resultado en la prueba de matemáticas fue comparado en función del nivel de desarrollo formal alcanzado. Los resultados sugieren que son los alumnos con mayor nivel de pensamiento formal los que mejor resuelven los problemas matemáticos. Sin embargo, tan sólo el 36 por ciento de éstos fue capaz de resolver problemas donde los esquemas de proporcionalidad están presentes. Los resultados sugieren que alcanzar el nivel de razonamiento formal no es suficiente para saber aplicarlo en problemas matemáticos concretos, siendo necesario adquirir el conocimiento específico para llevar a cabo una correcta resolución (AU)

In the framework of the study of mathematics reasoning processes, a research is presented in order to analyze relationships among cognitive skills reached during the formal operational stage, and mathematics problems solving. 78 boys and girls, aged 16, were assessed with the Logical Thinking Test (TOLT), and with a Mathematics Problems Solving Test. Results in mathematics were compared in function of formal operational thought level achieved. Data suggest that students with a higher level of formal operational thought were those that better solved the mathematics problems. However, just 36% of these were able to solve problems where the proportionality squemes were required. Results suggest that reaching the level of formal reasoning is not enough to apply it in specific mathematics problems. It is also necessary to acquire specific knowledge to carry out a correct mathematics problem solving (AU)