Munárriz Iriarte, Ana

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https://academica-e.unavarra.es/handle/2454/52177

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Munárriz Iriarte

First Name

Ana

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Estadística, Informática y Matemáticas

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INARBE. Institute for Advanced Research in Business and Economics

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1173018

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812493

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Now showing 1 - 10 of 11

Open Access
Past-myopic economic agents
(Economics Bulletin, 2025-03-30) Campión Arrastia, María Jesús; Induráin Eraso, Esteban; Munárriz Iriarte, Ana; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Research in Business and Economics - INARBE; Institute for Advanced Materials and Mathematics - INAMAT2
In this paper, the idea of myopic preference and myopic topology provided by Brown and Lewis is further explored. In this sense, new definitions of myopia are introduced for finite spaces. The main contribution of the work is the inclusion of the past in the models. We have defined the notions of past-myopic preference and topology for sequence spaces and n-dimensional spaces. Adding this new dimension makes it possible to work with decision spaces where the economic agent only has information about past events and when she has to choose accordingly to it, which is in line with the reality of certain economic situations, such as voting or finances. This approach generates a wide room for future research lines related to the idea of myopia. Based on this, it would allow to study in forthcoming research past-hyperopic topologies and preferences, and to interconnect different preferences, defined on the past and future models.
Open Access
Mathematics in economic and business science: how to reach the top without a pathway
(Universitat Politècnica de València, 2023) Rodríguez Rincón, Yeray; Munárriz Iriarte, Ana; Goicoechea López-Vailo, María Isabel; Campión Arrastia, María Jesús; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika
The level of mathematical knowledge with which students enter Economics and Business Administration Degrees varies according to the Baccalaureate pathway taken. The Zone of Real Development of students coming from the Social Sciences Baccalaureate differs from the Necessary Zone of Real Development for the correct acquisition of academic competences, which is close to that developed in the Scientific-Technological pathway. In order to characterise the existing mathematical deficit, a quantitative and perceptive analysis of the mathematical deficiencies of new students in those Degrees coming from the Social Sciences pathway is proposed. The results allow the identification of various areas where training deficiencies exist, which are corroborated by the students' perception. To solve them, the creation of a virtual platform that identifies, in a personalised way, the deficiencies of each student is proposed. Through guided gamification, the complementary course would allow students to reach the Necessary Real Development Zone before starting University.
Embargo
Representation of ordered structures. From a myopic world to a long-term perspective
(2025) Munárriz Iriarte, Ana; Induráin Eraso, Esteban; Campión Arrastia, María Jesús; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Universidad Pública de Navarra/Nafarroako Unibertsitate Publikoa
En esta tesis se estudian las preferencias de un agente económico cuando éste tiene en cuenta distintos horizontes temporales, abordando tanto aquellas preferencias que tienen un comportamiento cortoplacista como las que apuestan por una visión a largo plazo. En la primera parte, el concepto de preferencia miope introducido por Brown y Lewis [39] es definido en diversos espacios matemáticos, incluyendo aquellos casos donde el tiempo es considerado tanto una variable discreta como una continua. Además, se proponen nuevas definiciones que ayudan a la modelización económica, como la miopía del pasado, el efecto ventana estrecha o las preferencias hipermétropes del pasado. El marco teórico es a su vez complementado con aplicaciones económicas y del campo de la elección social, como decisiones de política pública o los modelos de votación individual. En la segunda parte de la tesis se profundiza en los modelos de bienestar intergeneracional, en los que el agente económico incluye su apuesta por la equidad y la sostenibilidad. En ella, los principales criterios de bienestar presentados en la literatura son redefinidos en el espacio de funciones L1[0, T]. El mismo proceso es llevado a cabo con los axiomas de sostenibilidad propuestos por Chichilnisky [56] y, en conjunto con nuevas definiciones de justicia social introducidas en este espacio de funciones, se construye una preferencia que es a su vez sostenible y justa. Posteriormente, se apuesta por ampliar el enfoque clásico para incorporar otras situaciones particulares como la existencia de preferencias incompletas, las situaciones en las que hay una falta de discriminación entre las alternativas o los contextos de incertidumbre. Por este motivo, se introducen en el análisis nuevas ordenaciones como los semiórdenes y los preórdenes no completos y también las preferencias difusas (fuzzy preferences). En concreto, los resultados teóricos se centran en la representación de multiutilidad mediante un número numerable de funciones y en el estudio de los Hesitant Fuzzy Sets y sus scores. En ambos casos se proponen aplicaciones relacionadas con los modelos de capítulos anteriores. En resumen, el eje central de la tesis es la representación de estructuras ordenadas y su aplicación a modelos económicos. La tesis es eminentemente teórica, pero en ella también se incluyen propuestas de aplicación que pueden contribuir a la apertura de nuevas líneas de investigación en Economía y en la Elección Social.
Open Access
Flipped Classroom or flip to foster self-regulation competencies in Mathematics in Economics and Business students
(Elsevier, 2025-02-08) Rodríguez Rincón, Yeray; Munárriz Iriarte, Ana; Magreñán Ruiz, Ángel Alberto; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Research in Business and Economics - INARBE
This study evaluates the implementation of the Flipped Classroom (or Inverted Classroom) methodology in university-level Mathematics courses for Economics and Business Administration students, addressing common challenges such as quantitative deficiencies, diverse student backgrounds, variability in learning paces, and math anxiety, which often lead to demotivation and disengagement. The quasi-experimental design included three student groups, with a total sample of 137 students: an experimental group using the Flipped Classroom method, and two control groups taught through traditional methods. Data were collected via pretests, posttests, and a satisfaction survey. The results reveal that students who actively engaged with the Flipped Classroom methodology showed significant improvements in academic performance, particularly among those with weaker mathematical backgrounds, compared to the ones who followed traditional methods. The analysis demonstrates that this improvement is independent of instructor quality, as the Flipped Classroom methodology fosters the development of self-regulation and self-efficacy skills. These competencies were key in enhancing students' academic success, rather than the specific instructional approach. Additionally, students reported high levels of satisfaction with the Flipped Classroom approach, citing increased time investment, greater engagement with Mathematics, and recommending its broader application in other subjects. Overall, the study supports the effectiveness of the Flipped Classroom methodology in improving academic outcomes and fostering essential learning skills.
Open Access
Extensions of orders to a power set vs. scores of hesitant fuzzy elements: points in common of two parallel theories
(MDPI, 2024-08-13) Induráin Eraso, Esteban; Munárriz Iriarte, Ana; Sara Goyen, Martín Sergio; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Research in Business and Economics - INARBE; Institute for Advanced Materials and Mathematics - INAMAT2
We deal with two apparently disparate theories. One of them studies extensions of orderings from a set to its power set. The other one defines suitable scores on hesitant fuzzy elements. We show that both theories have the same mathematical substrate. Thus, important possibility/impossibility results concerning criteria for extensions can be transferred to new results on scores. And conversely, conditions imposed a priori on scores can give rise to new extension criteria. This enhances and enriches both theories. We show examples of translations of classical results on extensions in the context of scores. Also, we state new results concerning the impossibility of finding a utility function representing some kind of extension order if some restrictions are imposed on the utility function considered as a score.
Embargo
A new approach to continuous assessment: moving from a stressful sum of grades to meaningful learning through self-reflection
(Elsevier, 2024-11-01) Rodríguez Rincón, Yeray; Munárriz Iriarte, Ana; Magreñán Ruiz, Ángel Alberto; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Research in Business and Economics - INARBE
This paper proposes a new approach of continuous assessment of a formative nature, aimed at achieving meaningful learning with lower stress levels. This approach minimizes the punitive nature of traditional summative continuous assessment and replaces typical graded activities with self-reflecting ones. To conduct the formative evaluation, a teaching model has been developed to guide the choice of feedback and feed-forward strategies to be implemented by the instructors, depending on the students¿ levels of competence and confidence. To validate the effectiveness of this approach, a quasi-experimental design was employed, with the new continuous assessment method in the experimental group and the summative continuous assessment method in the control group. The experiment was conducted in a Mathematics course with undergraduate Economics and Business students. Data were collected through test scores and a perception questionnaire. The results indicate that the new evaluation method promotes meaningful learning and yields better academic results compared to the traditional continuous evaluation. Students expressed high satisfaction with the new approach, noting that it allows them to understand their formative status and address deficiencies before undertaking evaluable activities. They also believe this strategy helps reduce the stress associated with the summative evaluation itself.
Open Access
Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap
(Springer, 2025-05-27) Rodríguez Rincón, Yeray; Munárriz Iriarte, Ana; Campión Arrastia, María Jesús; Goicoechea López-Vailo, María Isabel; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Research in Business and Economics - INARBE; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
This article proposes an instructional model based on psycho-pedagogical theories to serve as a basic structural unit for the creation of educational reinforcement platforms aimed at strengthening quantitative competences with which students enroll mathematics and statistics subjects (or other subjects that draw on this knowledge) at university. Although there are Intelligent Tutoring Systems (ITS) that are beneficial for students, the difficulty of manipulation and programming, together with their high economic cost when lacking programming skills, have prevented a widespread use of this type of interventions. Following the first steps of the ADDIE model, this article develops an instructional model that can be easily replicated by instructors lacking in programming and digital skills, designed to be applied in free and easy-to-handle interactive tutoring platforms, such as Genially.com or Canva, among others. The main foundations on which the pedagogical guideline is based are extracted through an extensive review of academic literature on psycho-pedagogical theories such as scaffolding, effective learning, metacognition, educational reinforcement, or feedback. Through it, students will be able to strengthen their quantitative conceptual foundations and reflect on their own learning process.
Open Access
Congreso Bienal de la Real Sociedad Matemática Española 2024 RSME'24
(Gobierno de Navarra / Nafarroako Gobernua, 2024) Campión Arrastia, María Jesús; Higueras Sanz, Inmaculada; Munárriz Iriarte, Ana; Paniello Alastruey, Irene; Rodríguez Rincón, Yeray
Libro que recoge principalmente los resúmenes de las contribuciones presentadas al Congreso Bienal de la Real Sociedad Matemática Española celebrado en enero de 2024 en la Universidad Pública de Navarra. Este congreso es la cita más importante de la investigación matemática que se celebra de forma periódica en España, tanto por el nivel de los conferenciantes como por el elevado número de asistentes.
Open Access
Scores of hesitant fuzzy elements revisited: "Was sind und was sollen"
(Elsevier, 2023-11-01) Alcantud, José Carlos R.; Campión Arrastia, María Jesús; Induráin Eraso, Esteban; Munárriz Iriarte, Ana; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika; Institute for Advanced Materials and Mathematics - INAMAT2; Institute for Advanced Research in Business and Economics - INARBE
This paper revolves around the notion of score for hesitant fuzzy elements, the constituent parts of hesitant fuzzy sets. Scores allow us to reduce the level of uncertainty of hesitant fuzzy sets to classical fuzzy sets, or to rank alternatives characterized by hesitant fuzzy information. We propose a rigorous and normative definition capable of encapsulating the characteristics of the most important scores introduced in the literature. We systematically analyse different types of scores, with a focus on coherence properties based on cardinality and monotonicity. The hesitant fuzzy elements considered in this analysis are unrestricted. The inspection of the infinite case is especially novel. In particular, special attention will be paid to the analysis of hesitant fuzzy elements that are intervals.
Open Access
From training practice in the professional world to university: characterization of Vocational Training students to retain them in university studies
(Universitat Politècnica de València, 2023) Munárriz Iriarte, Ana; Rodríguez Rincón, Yeray; Goicoechea López-Vailo, María Isabel; Campión Arrastia, María Jesús; Estadística, Informática y Matemáticas; Estatistika, Informatika eta Matematika
This paper analyses the Vocational Training students who enroll at the School of Economics and Business Administration of the Public University of Navarre. For this purpose, a descriptive study of this admission profile has been carried out. In addition, their educational strengths and weaknesses have been studied, as well as whether accessing a Degree after having studied vocational training affects their performance and dropout. According to the results, students mostly choose the Bachelor's Degree in Business Administration and the Bachelor's Degree in Economics, with a better performance in the subjects that are similar to those previously studied in Vocational Training. At the same time, they show deficiencies in the quantitative area, being the access route a determining factor in the result.