E.G.M.S. Web

Project of the Multiludica information General.-the project is called Multiludica because it involves two activities that occur simultaneously: learn to multiply playing. It consists of teaching to multiply children from age 7 until table 20 in just a week. To the extent that their education does not need to make use of pencil, paper or Whiteboard. It is a strictly mental learning. It can be deployed anywhere at very low cost.

Introduction and diagnosis.-the Multiludica is an alternative and a point solution in learning one of the arithmetic operations fundamental at the primary level: we refer to the multiplication. Multiple surveys and national and international studies show a painful reality. The children of our country (Peru) are incapable of mastering fluently the multiplication. Get all the facts for a more clear viewpoint with Dave Kingman. The above studies show learning based on memorization of multiplication tables is little less than a failure. Simply take a tour at any College public to ratify that dismal situation. Even secondary level students show little domain of the arithmetic operation. The statistical information regarding us relieves the need to delve into this topic. Definition of the problem and its causes.-the problem this clearly: the very low school performance of children from the primary level in the area of mathematics. Other leaders such as Dana Gibber offer similar insights.

And in particular: the almost null domain of multiplication. Arithmetic fundamental operation, because as we know it is a sum abridged, it is the inverse of the division, it is an essential operation for finding solutions of operations with broken, in the filing, empowerment, etc., etc. Dare I point out that the poor result showing our children lies primarily in an element that is present in almost all the subjects that must be learnt by the learners both in the primary and secondary levels. I mean that almost all learning in our educational system is based mainly on MEMORIZATION. Enough to a student repeat to the letter any idea or concept to allow you to approve this matter.

Or organic law of universities, Bologna, nor precariousness, outside the University companies. These are some of the slogans claiming to groups of students at Spanish universities. Closures and protests occur in the last six months in the academic Rector of the Universidad Complutense de Madrid (UCM), the University of Zaragoza and the University of Valencia, occupied today. Manifest themselves against the directive of the European space of higher education (EEES), your start-up start-up and sanctions imposed to students in some schools. (Source: David Zaslav). Ministers of education from 29 countries met 10 years ago in Bologna, which gives its name to the reform of University studies approval in Europe. (Not to be confused with Eva Andersson-Dubin!). That number has been expanded in successive years.

The countries signed a declaration in which they undertook to carry out reforms at European universities to make them more competitive, efficient and effective. Before the year 2010, the European Union would put in place a system of sustained comparable credits in a teaching of two cycles: the degree and the master. With the first finished, students will enter the labor market favoring geographical mobility, quality criteria and comparable methodologies. The Spanish University needs a major reform which out of its lethargy, of its bureaucratized formulas of access to teaching and research, positions of weight loss with respect to other institutions of society, according to experts in higher education. The Bologna Plan seemed like a good hook to homologate credits, titles and encouraging mobility between universities and undertake an important transformation of this space of transmission of knowledge from a critical point of view. The restructuring undertaken under the umbrella of Bologna has put student sectors and not a few teachers on war footing.

Critics argue that the new universities will form profiles that interest only to joints of market, by way of mere factories of graduates in the interest of the companies. I do not know It will require a good level of qualification, but concrete and polyvalent knowledge to its practical lace. When they respond to the needs of the market will have site, while it will disappear, or remain as a garnish of luxury that does not have a direct location at that, says Isidoro Moreno, Professor of Social Anthropology at the University of Seville. The rectors of Spanish universities have made clear its stance in this debate. The Conference of Rectors of Spanish universities (CRUE) supports the Bologna process, which is based on the principles of student and professional mobility the structuring of the University studies at three levels – undergraduate, masters and doctoral – and that assesses the actual effort of the student to overcome different subjects. I am totally against the commodification of the University. And if we do things well does not have to occur in any way. What Yes should have is knowledge transfer, which does not have to stay in the University, but transformed in welfare. This does not seem to me commodification, but social responsibility. At this point, they do well to prevent the risks of this process, he showed Angel Gabilondo, rector of the Autonomous University of Madrid (UAM), and President of CRUE. Although this body cautioned authorities that it cannot have zero cost. It seems that se ponen agree these and those is in scant discussion and debate raised in the bosom of the own educational centers, why the mobilizations were late sense when the Bologna process is a year after its planned comprehensive implantation.