In order to have an instrument that allows information on attitudes toward mathematics of students in their first three cycles of the University of the Pacific was valited a scale which we called EAMUP scale. This scale was adapted to the scale of Auzmendi applied to high school students. This paper presents the steps taken for validation and provides the data to demonstrate their reliability and validity.

This editorial part points out some of the reasons why we have to be worried about the fact that a growing number of private schools are blindly adopting pre-university preparation models. Some background on pre-university preparation models are put forward, their changes in the last few years, their influence on the school environment, and their possible modifications in the next few years.

Learning evaluation includes the gathering of information, analysis of the information, interpretation of the obtained results and decision- making according to the analysis performed. The gathering of information then becomes the first stage of this process and the role of graded quizzes and exams are very important. These are the assessment tools with which we gather information that, after being analyzed, back up the reports about the student’s learning process. This analysis can be made in different degrees. Modern Theory provides the theoretical frame which allows a more refined interpretation of the observed grades. Here the Rasch’s Model is important. The purpose of the present article is to show additional information that can be gathered when analyzing student’s grades.

En matemáticas trabajamos con proposiciones. El término proposición es tomado de la lógica y suele ser definido como un enunciado que puede ser calificado de verdadero o falso. Se considera la proposición como un enunciado y este último como una frase u oración. Según lo anterior, por ejemplo, la expresión 3 < 7, que es claramente una proposición verdadera del campo matemático, no lo sería si atendemos a lo dicho líneas arriba. En el presente artículo se hace una revisión de las definiciones de lógica, proposición y enunciado tomadas en una muestra de textos de secundaria y universitarios que tratan el tema y, a partir de ello, se analiza la coherencia de las definiciones de proposición y enunciado, así como su pertinencia en relación con las matemáticas.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.

In mathematics we work with propositions. The term proposition is taken from logic and is usually defined as a statement that can be qualified as true or false. A proposition is considered as a formulation, and this is a phrase or sentence. According to the above, for example, the expression 3 < 7, which is clearly a true statement from the field of mathematics, would not be such according to what was expressed above. This article reviews the definitions of logic, proposition and statement taken in a sample of high school and college texts that deal with the subject and, on that basis, the consistency of the definitions of proposition and statement are analyzed, as well as their relevance in relation to mathematics.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.

In mathematics we work with propositions. The term proposition is taken from logic and is usually defined as a statement that can be qualified as true or false. A proposition is considered as a formulation, and this is a phrase or sentence. According to the above, for example, the expression 3 < 7, which is clearly a true statement from the field of mathematics, would not be such according to what was expressed above. This article reviews the definitions of logic, proposition and statement taken in a sample of high school and college texts that deal with the subject and, on that basis, the consistency of the definitions of proposition and statement are analyzed, as well as their relevance in relation to mathematics.

Two of the main indices used when doing a psychometric analysis of a performance test are the index of difficulty and the index of discrimination. These indices become indicators of the quality of a test as long as they are within acceptable ranges. This has two consequences, first the determination of the formula for the calculation of the indices, and secondly, the interpretation of them according to certain standards. This work shows the way how these indices are determined and related, as well as the way in which the discrimination rule influences the valuation of the test. Recommendations are also proposed for the use of both indices based on the analysis performed.