Person:
Medina Sánchez, María Ángeles

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First Name
María Ángeles
Last Name
Medina Sánchez
URI
https://hdl.handle.net/20.500.14352/77412
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Estudios estadísticos
Department
Estadística y Ciencia de los Datos
Area
Estadística e Investigación Operativa
Identifiers
UCM identifierScopus Author IDDialnet ID

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2014 - 20194
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End date: 2019 × Has files: true ×

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Now showing 1 - 4 of 4
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    Project number: 279
    Contrastar las dificultades y demandas que tienen los estudiantes con diversidad en el acceso a primer curso de los estudios de la Universidad Complutense de Madrid
    (2019) Durán Pilo, Antonia; Miguel Vicente, Carmen; Gallego Lastra, Ramón del; Medina Sánchez, María Ángeles; Ramos Sánchez, Mabel; Granada Pulamarín, Wilson; Ruiz Soriano, Mª Ángeles; Montoya Armisén, Laura; Rivas Perujo, Rocío
    Conocer la opinión de los coordinadores de la Oficina para la Inclusión de Personas con Diversidad de las facultades y centros adscritos y del profesorado de primer curso de grado que tengan matriculado estudiantes con diversidad funcional y/o necesidades educativas especificas en sus asignaturas, para identificar las dificultades y demandas que tienen este perfil de estudiantes en las adaptaciones curriculares en el acceso a primer curso de los estudios, en la Universidad Complutense de Madrid
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    Innovating in stem: a four-phased learning dynamics in probability
    (2019) Belope Nguema, Sabina; Medina Sánchez, María Ángeles; Gómez Chova, Louis; López Martínez, A.; Candel Torres, I.
    The subject of Probability, in which we have carried out the teaching innovation, forms part of the group of compulsory first-year subjects of the majority of degrees in Statistics. It is also an obligatory bridge between the world of Descriptive Statistics and the world of Inferential Statistics. This connection requires presenting fundamental concepts such as random variable. But the assimilation of the concept of random variable by students presents many difficulties. For this reason, we have proposed a learning dynamic in four phases: (1) the teacher presents the concept of random variable and the main distributions; (2) groups of two people are formed and a specific distribution is randomly assigned to each group. In this phase, the objective is for students to consolidate the most relevant properties of this variable. Once they have carried out a bibliographic search on the applications of the random variable, they are presented with a social project in which they are asked to get involved and identify how, with the random variable studied; they can give a solution to the problem presented. (3) Due to the fact that one of the deficiencies found is the elaboration of reports, the students are asked to write a report that is comprehensible to the rest of their classmates. (4) The last phase consists of making an oral presentation during which a questionnaire is administered to the students to assess different aspects of the intervention of each group. The evaluation of the student in this activity will be carried out according to three criteria: the teacher will give a score to the report and the oral presentation, and through the questionnaire, provided in the fourth phase of the proposed learning dynamic; the rest of the classmates will score the presentation of their work. The final grade will be calculated as the average of the teacher's assessment and the average assessment of the rest of the classmates. Based on these assessments, two rankings will be created, one based on the score obtained in the report and the other on the score obtained in the questionnaire for the oral communication. The first three positions of each ranking will have an extra point in the continuous evaluation of the subject. By means of this method, we have discovered that the combination between the teacher's explanation and the student's presentation helps to consolidate the concepts of random variable and to get involved in the subject. After the results it is expected that in subjects of higher courses, where they need the knowledge of these concepts, the results will be better.
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    Project number: 248
    Identificar las dificultades y demandas que tienen los estudiantes con diversidad en el acceso a primer curso de los estudios de UCM
    (2018) Medina Sánchez, María Ángeles; Llano Martín, José Manuel; Durán Pilo, Antonia; Ramos Sánchez, Mabel; Granada Pulamarín, Wilson David; Ruíz Soriano, María Ángeles; Méndez Luque, María Dolores
    Analizar las dificultades que tienen los alumnos de primero de grado mediante grupos de discusión y entrevistas.
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    Using dissimilarity index for analysing gender equity in childcare activities in Spain
    (Quantitative methods in economics, 2014) Montero, José María; Fernández-Avilés, Gema; Medina Sánchez, María Ángeles; Warsaw University of Life Sciences. Faculty of Civil and Environmental Engineering
    This paper uses dissimilarity indexes to examine whether there is equity or not in the time dedicated by mothers and fathers to childcare activities, since according to the literature, it is recommended that both the mother and the father participate in them together. The study focuses on Spain, a country where currently there is a great debate on this topic. The data were provided by the Time-Use Survey, conducted by the Spanish Statistics Office in years 2009-2010 and the final database consists of 1,878 heterosexual households with children. Results indicate that male participation in childcare is still far from female participation, although the way both men and women distribute their childcare time among childcare activities is certainly similar.