The COVID-19 pandemic is a rolling crisis that required policymakers around the world to take action to manage the pandemic spread. During the period where vaccination was not available, the pandemic spread management lied in Non-Pharmaceutical Interventions (NPIs). A large number of mathematical models have been proposed to predict the pandemic spread and analyze the influence of various NPIs on multiple scenarios, getting more accurate and sophisticated over time. In this work, we review the latest mathematical models for pandemic spread NPIs and their main shortages. Specifically, the usage of modeling a homogeneous population rather than a heterogeneous one.

PEIM (Programa Evolutivo Instruccional Para Matemáticas) is a constructivist intervention program intended for improving students’ mathematical skills. It is based on four fundamental pillars: Students are the protagonists of the classroom and construct their own mathematical knowledge. The teacher guides and facilitates students’ mathematical knowledge construction. He is a great connoisseur and respects the students’ process followed to learn each of the most significant school mathematical contents i.e., strategies, errors, etc. The use of individual mathematical profiles turns out to be very useful. Mathematical contents should be selected and sequenced according to their difficulty, avoiding, as much as possible, the rote and mechanical tasks and always looking for meaningful situations for students. Finally, the classroom climate must be constructivist, highlighting each student’s cooperative work and independence in the construction of their own knowledge and using materials that facilitate their learning process. The implementation of PEIM highlights its effectiveness not only in solving problems, but also in choosing more advanced strategies to solve problems and notoriously reducing the conceptual errors. It should also be noted that students’ mathematical performance appears in relation with the teacher’s level of acceptance and application of the constructivist approach in the classroom.

In the present article, we analyze the characteristics of bilingual education related to learning mathematics in the early years. When language immersion is implemented while teaching a specific subject such as mathematics, we differentiate between the students’ language of instruction and the student’s mother tongue. This article delves into the verbal aspect of mathematics and how the language of instruction influences tasks in which the verbal component is essential, such as problem solving. The results shown in the present investigation compares the influence of the language of instruction in 1st and 2nd grade students whose language of instruction coincides with their mother tongue compared to those groups whose language is not coincident. The results show a greater effectiveness in the task executed by the students whose language of instruction coincides with the mother tongue. However, we also observe how this distance tends to be shortened in 2nd grade groups.