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    On Strong and Weak Logics for Paraconsistent Computability
    (College Publications, 2025)
    Weber, Zach
    ;
    Cano-Jorge, Fernando
    One tradition in relevant and paraconsistent logics has been to develop systems intended for applications to arithmetic and computability theory. The aspiration, as in Meyer [38] and others, is to recover enough working mathematics for real computation, but without the limitative results of Turing, Gödel, etc.; or more cautiously, as in Dunn [22], to respect relevance and with that be insulated against the possibility of a genuine inconsistency. We distill these goals into GUIDING QUESTIONS, and study the options for logics within a range of relevant systems. We focus on strong truth functional logics RM3 and PAC [6] and their expansions, with application to inconsistent arithmetics [61, 62]. We argue that this approach, while having many virtues, does not fully answer our guiding questions. This points to weak relevant logics like Routley/Sylvan’s DKQ [54], Brady's MCQ [14], and Logan and Boccuni's DL2Q*f [31]. The recurring theme is that paraconsistent computability struggles with functionality [17, 41, 43]. A method for advancing on the ‘function problem' is sketched with Kleene's theorem as a worked example. ©The authors ©College Publications © Journal of Applied Logics.
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    Aprendizaje reflexivo en el marco de las prácticas en alternancia en el grado de educación primaria en la UIC Barcelona
    (Universidad Panamericana, Escuela de Pedagogía, 2019-12-30)
    Vidal Raméntol, Salvador
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This article describes the process experienced by future primary education teachers at UIC Barcelona. Teachers’ practices are a fundamental piece in the career to obtain an undergraduate degree in Primary Education. Within the alternation theoretical framework students at UIC Barcelona, are distributed in different schools, after a few weeks of theory and practice in the university classroom. While being in their school placements, they take notes with an observation rubric about those aspects that most interest them in the teaching and practice of Mathematics. After returning to the university classroom, a reflective work is done (Fuertes, 2016), bearing in mind that reflection, observation and analysis are basic tools that allow us to build knowledge (Korthagen, 2001, Schön, 1998).
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