Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes.

In order to respond to the new approaches in higher education, this paper presents the didactic experience of the implementation of a methodological approach based on cooperative learning and the literature review on neuroeducation in 53 students enrolled in the 3rd year of the degree in Early Childhood Education in the subject of Development of Logical-Mathematical Thinking and its Didactics II. The application of cooperative learning in combination with the literature review on neuroeducation aimed to teach future teachers how they should act with their future pupils (aged 3 to 6 years) with special educational support needs (SEN) at school. The design of the proposal to be used was also adjusted to the didactic resources available. The represented contents worked on were magnitudes, time, length, weight, and geometry. The data collected were the activities of the teacher training students (didactic proposals) adapted to the early childhood development stage. They were to be created, so that the main objective was that the undergraduate students would be able to solve the exercises as children would. The students were even challenged to make an exhibition in which they had to act as teachers and their classmates would be the children with SEN. The proposals were evaluated according to a rubric, with an emphasis on the students’ teachers’ awareness of students with SEN. To conclude, the degree of satisfaction of the student teachers with this methodology was high. This shows that learning neuroeducation and cooperative work makes future teachers know how to teach mathematics also to students with SEN.

The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.

El mundo ha sufrido un significativo cambio después de las crisis sanitarias provocada por el coronavirus, lo que ha generado nuevos retos para las sociedades. La educación es uno de los sectores que más ha experimentado estos nuevos retos y desafíos. De una realidad plenamente presencial, miles de profesores en todo el mundo tuvieron que adoptar medidas de atención a una diversidad de estudiantes, de realidades socio familiares complejas y afrontar innumerables adversidades para seguir adelante con su práctica educativa. Ahora que se vislumbrado el final de este largo proceso de enseñanza hibrida, de confinamiento y realidades virtuales ¿qué tenemos que aprender de este proceso? ¿Qué creemos que necesita afrontar la educación y qué criterios podemos utilizar y cómo formar a los futuros profesionales de la educación desde la formación inicial? El presente ensayo pretende dar a conocer el panorama de la educación en España, los retos a los que se enfrenta, así como presentar las claves para el proceso de cambio en la educación desde la Universidad, como espacio fundamental para la capacitación de los profesionales involucrados en el buen hacer en la escuela. Por ello, se pretende que este ensayo académico sea un importante instrumento de reflexión sobre los retos que, desde las políticas públicas, la universidad debe enfrentar para promover un cambio significativo en la formación de los profesionales del futuro. The world has undergone a significant change after the health crises caused by the coronavirus, which has generated new challenges for societies. Education is one of the sectors that has experienced these new challenges the most. From a fully face-to-face reality, thousands of teachers around the world had to adopt measures to care for a diversity of students, complex socio-family realities and face innumerable adversities to continue with their educational practice. Now that the end of this long process of hybrid teaching, confinement and virtual realities is in sight, what do we have to learn from this process? What do we think education needs to address and what criteria can we use and how to train future education professionals from initial training? This essay aims to present the panorama of education in Spain, the challenges it faces, as well as to present the keys to the process of change in education from the University, as a fundamental space for the training of the professionals involved. in good work at school. Therefore, it is intended that this academic essay be an important instrument for reflection on the challenges that, from public policies, the university must face to promote a significant change in the training of future professionals. O mundo passou por uma mudança significativa após as crises de saúde causadas pelo cononavírus gerando novos desafios para as sociedades. A educação é um dos setores que mais tem experimentado esses novos desafios. A partir de uma realidade totalmente presencial, milhares de professores em todo o mundo tiveram que adotar medidas para atender uma diversidade de alunos, realidades sociofamiliares complexas e enfrentar inúmeras adversidades para continuar com sua prática educativa. Agora que o fim desse longo processo de ensino híbrido, confinamento e realidades virtuais está à vista, o que temos a aprender com esse processo? O que achamos que a educação precisa abordar e quais critérios podemos usar e como formar futuros profissionais da educação desde a formação inicial? Este ensaio tem como objetivo apresentar o panorama da educação na Espanha, os desafios que enfrenta, bem como apresentar as chaves para o processo de mudança na educação da Universidade, como espaço fundamental para a formação dos profissionais envolvidos. escola. Assim, pretende-se que este ensaio acadêmico seja um importante instrumento de reflexão sobre os desafios que, a partir das políticas públicas, a universidade deve enfrentar para promover uma mudança significativa na formação dos futuros profissionai.

Resumo: Devido a escassez de instrumentos que avaliem os fatores de stress em docentes no decorrer da orientação e supervisão do estágio da formação de professores, o presente trabalho pretende apresentar os dados psicométricos do questionário de “Avaliação do stress do professor/orientador de estágio pedagógico (ASPOEP). A versão do referido instrumento, aplicada em docentes supervisores/orientadores de estágio, 103 portugueses e 101 brasileiros, contém 35 itens que foram sujeitos a análise fatorial do tipo exploratória tendo com base no método de análise em componentes principais (ACP) com rotação varimax cujo ponto de corte foi .40. Os resultados indicam quatro grandes fontes de stress: Estrutura e Acompanhamento do Estágio; Desempenho do Estagiário; Sobrecarga de Trabalho e Relações Interpessoais. Os índices de validade e consistência interna apontam para a adequabilidade psicométrica da versão portuguesa e brasileira do instrumento com alfa total .93. É ainda de salientar que a medida Kaiser-Meyer-Olkin é de .87 e o valor do teste de esfericidade de Bartlett foi de 3693.868; P = .000, o que evidenciam uma boa adequação fatorial do instrumento. Sugerimos assim que este instrumento possa ser aprofundado e aplicado nestas e outras populações, nomeadamente para a verificação de stress em docentes no decorrer da prática supervisiva.Palavras-chave: Fatores de Stress. Supervisores. Orientadores. Estágio Supervisionado.

O estágio supervisionado configura-se como o período de complexidade na formação superior por integrar novos desafios que desencadeiam um gradativo aumento na sensação de estresse no estudante. A satisfação com o suporte social é considerada como um fator de proteção e adaptação e, portanto, o presente artigo pretende avaliar a satisfação com o suporte social e analisar as variáveis sociodemográficas e académicas de estudantes em contexto de práticas na formação de professores. A amostra contou com 966 estagiários (476 Portugal e 490 Brasil) de 8 instituições de ensino superior. Se aplicou a “Escala de satisfação” com o suporte social de Pais Ribeiro (1999). Os resultados evidenciam que o suporte social com base na amizade e na intimidade são os mais utilizados e que a população portuguesa apresenta maior satisfação com o suporte social que os brasileiros. A satisfação com o suporte social e com os supervisores aumenta a satisfação com as práticas.