Veronica Diaz

Dr. Veronica Diaz

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Academic Career Length

14Years (2013-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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17 July 2020 in International Journal of Engineering Pedagogy (iJEP)
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VDVeronica Diaz
Veronica Diaz
The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.
1 June 2008 in Gayana (Concepción)
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JZJaime Zapata
Jaime Zapata
MYMiguel Yanez
Miguel Yanez
ERErich Rudolph
Erich Rudolph
26 September 2020 in EURASIA Journal of Mathematics, Science and Technology Education
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VDVeronica Diaz
Veronica Diaz
MAMaria Aravena
Maria Aravena
GFGeorge Fores
George Fores
The article aims to determine the academic performance and errors in the resolution of types of problems of application of the quadratic function, of high school students from the Los Lagos Region and Los Rios Region in Chile. The approach is qualitative and descriptive with case studies. A math test with open response problems and an opinion questionnaire were developed and applied. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context and fantasist context, but with difficulty in the resolution of non-routine problems. In addition, errors originating in affective and emotional attitudes associated with blockages at the time of initiating the resolution, forgetfulness at the time of posing the quadratic function, prevail over cognitive errors originating in an obstacle and errors originating in the absence of meaning.
23 December 2016 in International Journal of Mathematical Education in Science and Technology
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VDVeronica Diaz
Veronica Diaz
APAlvaro Poblete
Alvaro Poblete
This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers’ competence regarding the didactic strategy used and its results, as well as the students’ learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.
1 June 2015 in Iheringia. Série Zoologia
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AGAlberto Gantz
Alberto Gantz
MYMiguel Yanez
Miguel Yanez
JOJosé I. Orellana
José I. Orellana
SSSoraya Sade
Soraya Sade
CVCarlos E. Valdivia
Carlos E. Valdivia
In forest ecosystems, numerous species of insectivorous birds use certain tree species as feeding and nesting substrates. Between 2009 and 2010, the use of different floristic components as feeding substrate by the Pygarrhichas albogularis King, 1831 was evaluated in a southern Chilean secondary native forest. From a total of 13 trees and bush species, six tree species were used by P. albogularis as a feeding substrate. Tree use was limited to intermediate heights (11-20 m) and, mainly, to the trunk (40% of observations) and secondary branches (26%). Pygarrhichas albogularis showed a disproportionated use of N. dombeyi and an important use of trees with a greater age structure (DBH 81-100 cm). Nothofagus dombeyi presented a significantly greater tree bark crevice depth than E. cordifolia. In turn, covariance between crevice depth and invertebrate supply in tree bark was positive and significant. We consider bark depth and invertebrate supply to be the proximate causes explaining P. albogularis disproportionated use of Nothofagus dombeyi.
1 December 2018 in Bolema: Boletim de Educação Matemática
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VDVeronica Diaz
Veronica Diaz
HBHector Belmar
Hector Belmar
ÁPÁlvaro Poblete
Álvaro Poblete
Resumen Esta investigación vincula aspectos cognitivos y afectivos en la resolución de una situación de aprendizaje, con el propósito de conocer la manifestación emocional que tienen los estudiantes en el proceso de aprehender la modelación del objeto matemático función lineal. Con ello se pretende contribuir en el campo del dominio afectivo, dada la relevancia que en las últimas décadas se está dando a esta dimensión en la Educación Matemática, por constituir un factor clave en la comprensión del rendimiento en la materia. Para ello, se realizó una investigación de carácter descriptiva con metodología cuantitativa con una muestra de 349 estudiantes de la enseñanza secundaria, pertenecientes a seis colegios de una región de Chile. Se utilizó la modelación matemática entendiéndola como un intento de describir una parte del mundo real en términos matemáticos y los resultados indican que el nexo entre las variables rendimiento en Matemáticas y emocionalidad es evidente, no así la relación género y emociones.