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Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

We present an exploratory study of Student Evaluation of Teaching (SET) surveys that focused on analyzing the major dropdowns that sometimes occur in SET scores of those university teachers who teach the same subject for at least two consecutive years. Specifically, the purpose of this study was to identify those SET survey items associated with major dropdowns in teacher evaluations. The sample comprised SET surveys ratings from one Spanish University over five years, for a total of 2,284 different teacher-subject pairs under analysis. The 5% percentile of the differences between the teacher and subject SET ratings in two consecutive years was used as the cut-off point to identify major dropdowns. Frequency tables were used for analysis. The results highlighted SET survey items related to teaching methodology as those most associated with major dropdowns in teachers’ ratings. In particular, the item concerning teachers’ compliance with class schedules showed the highest frequency of occurrence. Beyond the specific scores obtained or the specific items in which major dropdowns may take place, in this study we discuss the importance of incorporating major dropdowns analysis to SET surveys reports in the future.

This study explores the impact of problem-based learning methodology on high school students. To do so, an activity based on the logistic function was designed, connecting learning with real and contextualized problems. The research involved 42 students from the scientific-technological and social sciences (SS) specializations. A mixed questionnaire was used, consisting of 26 closed Likert-type questions, which measured the impact of the problem, the methodology, its practical application, and the students’ awareness, along with 3 open-ended questions that provided a more comprehensive view of the students’ perceptions. Positive results were obtained in both groups, with averages ranging from 3 to 5 in all measurable items, though the effects were more moderate in the SS group. The results suggest that PBL enhances motivation and learning in mathematics and strengthens the value of this discipline, although its implementation should be adapted to the context and specific needs of the students.

This paper analyzes the relationship between efficiency and innovation activity in Spanish industrial and service sectors by introducing a new methodology framework. A new model combining principal component analysis (PCA) and data envelopment analysis (DEA) is applied in order to obtain an efficiency score. To achieve a more comprehensive evaluation, a large dataset is included, but a large number of variables compared with the number of decision-making units (DMUs) may diminish the discriminatory power of DEA. To avoid this effect, we first apply PCA to separately obtain the input and output main factors. We then apply DEA to the new variables. The PCA-DEA model allows us to identify 5 efficient sectors out of 42. If only DEA were applied, 16 sectors would turn out to be efficient. This shows that the model improves the discriminatory capability of DEA. Methodologically, this work contributes to the literature by proposing an efficiency measurement using a large number of inputs and outputs that could be applied in different fields. Likewise, this analysis allows for the evaluation and interpretation of innovation activity in the different sectors, which can be taken into account in the management and allocation of resources by institutions.

Diversos estudios han señalado que la administración online de las encuestas de valoración docente arroja tasas de respuesta sensiblemente inferiores a las que se obtenían cuando su administración era en papel en el aula. Entre los métodos propuestos para su incremento destaca el uso de incentivos de distinto tipo que actúan como motivadores extrínsecos para el alumnado, ya sean de carácter positivo (p.ej.: publicación anticipada de las calificaciones) o negativo (p.ej.: permitir la realización de los exámenes). El objetivo del presente estudio fue analizar el efecto que tuvo sobre la tasa de respuesta de las encuestas de valoración docente de una universidad la incorporación de un incentivo negativo (obligatoriedad de cumplimentar la encuesta para la consulta de las calificaciones) al migrar de un sistema de administración en papel (sin incentivo de respuesta) a un sistema de administración online. Se analizaron las valoraciones docentes de 35.497 asignaturas pertenecientes a 18 semestres, en 9 de ellos se utilizaron cuestionarios en papel administrados presencialmente en el aula y en los otros 9 cuestionarios online. Los principales resultados del estudio mostraron que la introducción del incentivo contribuyó a incrementar la tasa de respuesta, pero tuvo efectos no deseables como el aumento de estudiantes que respondían con el mismo valor a todos los ítems de las encuestas. Los resultados obtenidos tras la introducción del incentivo negativo de respuesta podrían sugerir una posible falta de interés de los estudiantes a la hora de cumplimentarlas, siendo su único objetivo completarlas cuanto antes con un patrón de respuesta de mínimo esfuerzo respondiendo a todos los ítems con el mismo valor para poder acceder a la calificación de la asignatura. El trabajo discute las posibles implicaciones de ello y señala posibles líneas de actuación para los gestores de las instituciones universitarias a este respecto.

Desde sus orígenes las proyecciones cinematográficas fueron creadas con una intención didáctica para recrear hechos históricos, geográficos, dar visibilidad a problemas sociales, etc., aunque con el tiempo su popularidad como espectáculo relegó a un segundo plano el carácter didáctico del mismo convirtiéndose en uno de los productos comerciales de mayor calado en el sector del ocio (Sevillano, de la Torre y Carreras, 2015; García Borrás, 2008). Se han llevado a cabo numerosos estudios e investigaciones sobre el uso del cine en la educación. Estas investigaciones han demostrado que el cine puede ser un recurso valioso en una amplia variedad de