Matemáticas aplicadas en escenarios de crisis (covid-19)
Vol. 24 N° 2 Mayo - Agosto 2020
PDF (English)
HTML (English)

Palabras clave

matemáticas aplicadas;
escenario educativo;
COVID-19;
economía

Cómo citar

Morales Rangel , M. D. V. (2020). Matemáticas aplicadas en escenarios de crisis (covid-19). Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0, 24(2), 353-366. https://doi.org/10.46498/reduipb.v24i2.1335

Resumen

Las matemáticas aplicadas forman parte de la formación universitaria en pregrado y posgrado. Desde esta perspectiva este ensayo tiene como objetivo estudiar los efectos psicológicos, económicos y educativos ocasionados sobre la población por un escenario de crisis como el COVID-19. Las teorías matemáticas desarrolladas en este ensayo son: Teoría del Caos, Cadenas de Markov y Teoría de Nash. El COVID-19 se ha extendido a través del mundo, afectando poblaciones y países, sin distinción de raza, posición económica, política o sociocultural. El impacto que el COVID-19 ha causado en la población mundial se podrá medir, a mediano y largo plazo, a través de cambios en el comportamiento psicológico, hábitos sociales, de salud, económicos y educativos. Este impacto dejará profundas huellas y dilemas morales como priorizar qué áreas deben atenderse y cuál será el esfuerzo político dirigido a cada una de ellas.

https://doi.org/10.46498/reduipb.v24i2.1335
PDF (English)
HTML (English)

Referencias

Britannica, T. (2020). Encyclopedia Britannica. https://www.britannica.com/biography/Edward-Lorenz#ref1079997

Center for Disease Control and Prevention, (2020). COVID-19 Data and Statistics. https://www.cdc.gov/library/researchguides/2019novelcoronavirus/datastatistics.html

CDC, (2020). Plague History. www.cdc.gov/plague/history/index.html

CDC, (2017). Community Mitigation Guidelines to Prevent Pandemic Influenza. Morbidity and Mortality Weekly Report, 66(1), 1–34. https://www.cdc.gov/mmwr/volumes/66/rr/rr6601a1.htm

Chung, W. (2009). Review of School Closure as a Pandemic Mitigation Strategy. Texas Medicine, 105(7), 21-26. https://www.texmed.org/template.aspx?id=7808

Clay, R. (2020). COVID-19, and suicide: How the pandemic will affect suicide rates is still unknown, but there are many psychologists can do to mitigate its impact. The Special Report, American Psychology Association, 51(4). https://www.apa.org/monitor/2020/06/covid-suicide

Crutchfield, James P., Farmer, J. Doyne Packard, Norman H., y Shaw, Robert S. (1986). Chaos. Scientific American, 254(12), 46-57.

Edward, L. (1996). The Essence of Chaos. University of Washington Press.

Edward, L. (1969). Atmospheric predictability as revealed by naturally occurring analogues. Journal of the Atmospheric Sciences, 26(4), 636–646. https://journals.ametsoc.org/jas/article-pdf/26/4/636/3416804/1520-0469(1969)26_636_aparbn_2_0_co_2.pdf

Edward, L. (1963) Deterministic Nonperiodic Flow. Journal of the Atmospheric Sciences, 20(2) 130–141. https://journals.ametsoc.org/doi/pdf/10.1175/1520-0469%281963%29020%3C0130%3ADNF%3E2.0.CO%3B2

Fauci, A. (2007). The 1918 influenza pandemic: insights for the 21st century. J Infect Dis. 195(7) 1018-1028. https://academic.oup.com/jid/article-pdf/195/7/1018/18014170/195-7-1018.pdf

Grinblatt, M. (2000). The investment behavior and performance of various investor types: A study of Fin-land’s unique data set. Journal of Financial Economics, 55(1), 43–67. https://doi.org/10.1016/s0304-405x(99)00044-6

Hayles, N. (1998). The evolution of chaos Order within disorder in contemporary science. Gedisa, Barcelona.

National Center for Education Statistics, (2020). 2019-20 Common Core of Data. https://nces.ed.gov/?src=ft

Neuzil, K. (2002). Illness among schoolchildren during influenza season: effect on school absenteeism, parental absenteeism from work, and secondary illness in families. Arch Pediatr Adolesc Med, 156(10), 986-991. https://doi.org/10.1001/archpedi.156.10.986

Norris, J. R. (1998). Markov chains. Cambridge series in statistical and probabilistic mathematics. Cambridge University Press. Cambridge, RU.

NSBA, (2020). COVID-19: preparing for widespread illness in your school community. A Legal Guide for School Leaders. https://www.nsba.org/Resources/coronavirus/legal-guide

Olivero, W. (2019). La complejidad paradigmática en el aprendizaje significativo de las matemáticas. Revista Educare, 23 (2), 77-91. https://revistas.investigacion-upelipb.com/index.php/educare/article/view/5/5

Pietrangelo, A. (2017). The top 10 deadliest diseases. https://www.healthline.com/health/top-10-deadliest-diseases

Roth, C. (2004). Proceeding of the National Academy of Sciences of the United States of America. www.pnas.org/content/101/12/3999

UNICEF, (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools. New York. https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4

United States Census Bureau, (2020). Table 8. Enrollment Status for Families with Children 5 to 24 Years Old, by Control of School, Race, Type of Family, and Family Income: October 2018”. https://www.census.gov/data/tables/2018/demo/school-enrollment/2018-cps.html

U.S Department of Education, (2020). COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel. https://www.ed.gov/coronavirus

WHO, (2020). World health organization, Coronavirus topics. https://www.who.int/health-topics/coronavirus#tab=tab_1

Descargas

La descarga de datos todavía no está disponible.