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 - 6 of 6

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
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
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.
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
Scores of hesitant fuzzy elements revisited: "Was sind und was sollen"
(Elsevier, 2023) 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.