Veronica Hoyos

Universidad Pedagógica Nacional, México, Information Technologies and Alternative Models, Faculty Member

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Address: Mexico, D.F./ MEXICO

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Ismael Peña-López

Universitat Oberta de Catalunya

Engin Kursun

Ataturk University

Jeroen Huisman

Ghent University

Karsten Senkbeil

University of Hildesheim

Julian Prior

Langara College

Sharon Stein

University of British Columbia

Gillian Parekh

York University

Maurizio Vivarelli

Università degli Studi di Torino

Mark Castrodale

Brock University

Robert Coelen

University of Groningen

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Genetic diversity of Colombian weedy rice

Comunicación presentada al XVI Congreso de la Sociedad Española de Malherbología, celebrado en la... more Comunicación presentada al XVI Congreso de la Sociedad Española de Malherbología, celebrado en la Universidad Pública de Navarra entre los días 25 y 27 de octubre de 2017.El arroz maleza (AM) colombiano presenta orígenes mezclados, estando relacionado con variedades de cultivo indica y aus. Para conocer la diversidad genética del arroz maleza según zonas arroceras y morfotipos de semilla, se evaluó la heterocigosidad esperada, el FST pareado y AMOVA, en 140 muestras de AM, 28 variedades de arroz cultivado colombianas, 26 cultivares aus, 46 indica y 56 japónica. Los cultivos comerciales colombianos y el morfotipo de AM con pericarpio blanco y poco aristado presentan la mayor diversidad genética (He = 0,263 y 0,256, respectivamente). El FST pareado mostró baja diferenciación genética entre las subpoblaciones AM-comercial (0,109), AM-aus (0,102). El AMOVA reveló baja diferenciación genética entre zonas arroceras y morfotipos, aunque el grupo de accesiones sin aristados presenta el mayor porcentaje de malezas con tendencia indica.Colombian weedy rice (WR) has mixed origins, related to indica and aus cultivar groups. To know the genetic diversity of weedy rice according to rice growing regions and seed morphotypes, the expected heterozygosity, pairwise FST and AMOVA, were evaluated in 140 samples of WR, 28 varieties of Colombian cultivated rice, 26 aus cultivars, 46 indica and 56 japonica. Colombian commercial crops and morphotype with white pericarp and short awns, present the greatest genetic diversity (He = 0.263 and 0.256 respectively). Pairwise FST showed low genetic differentiation among subpopulations WR-commercial (0.109), WR-aus (0.102). AMOVA revealed low genetic differentiation between rice zones and morphotypes, although the group of awnless accessions has the highest percentage of weeds related to indica.Instituciones de apoyo: National Science Foundation (NSF), Estados Unidos y Departamento Administrativo de Ciencia y Tecnología e Innovación Colciencias, Colombia

TEACHERS' KNOWLEDGE AND CAPACITY FOR USING DIGITAL RESOURCES IN MATHEMATICS EDUCATION

Published in, B. Pepin et al. (eds.), Handbook of Digital Resources in Mathematics Education, Springer International Handbooks of Education, 2024

This chapter synthesizes different influential conceptualizations of teacher knowledge and capaci... more This chapter synthesizes different influential conceptualizations of teacher knowledge and capacity for using digital resources in mathematics education, namely themes and developments of TPACK, instrumental frameworks, the structuring features of classroom practice, and variation theory. The purpose of this contribution is to provide mathematics educators with an overview and synthesis of research results on what's required to effectively teach mathematics with digital technologies. Accordingly, the mentioned conceptualizations are described and compared, while also providing detailed examples and applications that are introduced and analyzed. Furthermore, as these frameworks (and related streams of research and development) have come about somewhat insularly, with little evidence of contextual knowledge or collaboration across them, this chapter considers potential next steps that connect and/or cut across these four broad frameworks, including research on the role of the context in teaching and learning with digital resources. Ultimately, we seek to catalyze future research and development that uses these currently disparate strands of work collectively to support greater and more effective integration of technology into mathematics teaching and learning.

Veronica Hoyos

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