In the last decades, increasing evidence has revealed that a large number of channel protein and ion pumps exhibit impaired expression in cancers. This dysregulation is responsible for high proliferative rates as well as migration and invasiveness, reflected in the recently coined term oncochannelopathies. In glioblastoma (GBM), the most invasive and aggressive primary brain tumor, GBM cells modify their ionic equilibrium in order to change their volume as a necessary step prior to migration. This mechanism involves increased expression of BK channels and downregulation of the normally widespread Kir4.1 channels, as noted in GBM biopsies from patients. Despite a large body of work implicating BK channels in migration in response to an artificial intracellular calcium rise, little is known about how this channel acts in GBM cells at resting membrane potential (RMP), as compared to other channels that are constitutively open, such as Kir4.1. In this review we propose that a residual fraction of functionally active Kir4.1 channels mediates a small, but continuous, efflux of potassium at the more depolarized RMP of GBM cells. In addition, coinciding with transient membrane deformation and the intracellular rise in calcium concentration, brief activity of BK channels can induce massive and rapid cytosolic water loss that reduces cell volume (cell shrinkage), a necessary step for migration within the brain parenchyma.
ResumenEn este trabajo abordamos el problema de la introducción de la modelización en la formación de profesores de matemática. En particular, analizamos un espacio curricular creado en el nuevo plan de estudios del profesorado universitario en matemática de la Universidad Nacional del Comahue, Argentina, con el principal objetivo de vivenciar un proceso de estudio basado en un REI multidisciplinar como parte constitutiva de la formación matemática en la carrera de profesorado universitario en matemática.Palabras-Clave: Teoría Antropológica de lo Didáctico, Recorrido de Estudio e Investigación, Modelización Matemática.AbstractIn this work we approach the problem of the introduction of the modeling in the teachers' formation of mathematics. Especially, we shall review a curricular course created in the new study plan of the university teachers career in mathematics at the Universidad Nacional del Comahue, Argentina, with the principal aim to experiment a process of study based on the layout of one SRP multidisciplinary as constitutive part of the mathematical training in the career of university professorship of mathematics.Keywords: Anthropological Theory of the Didactic, Course of study and research, Mathematical modeling.
SRResumenSe analiza la implementación de un REI codisciplinar en el profesorado de matemáticas como primera etapa de formación inicial que permita dar respuesta a las necesidades de las nuevas reformas curriculares para la Nueva Escuela Secundaria de la provincia de Río Negro (NESRN), Argentina, atendiendo a los dispositivos didácticos disponibles desde la teoría antropológica de lo didáctico (TAD). Este análisis abarca, no solo la descripción del recorrido realizado, sino también el análisis ecológico de las condiciones y restricciones que emergieron a lo largo de su implementación en la formación de profesores durante sus dos ediciones.Palabras-clave: Teoría antropológica de lo didáctico.AbstractAnalysis of the implementation of a co-disciplinary SRP in the professorship of mathematics as the first stage of the initial training to meet the needs of new curricular reforms for the Nueva Escuela Secundaria de la provincia de Río Negro (NESRN), Argentina, regarding the didactic devices available from the anthropological theory of the didactic (ATD). This analysis covers not only the description of the course, but also the ecological analysis of the conditions and constraints that emerged from its implementation in the teacher education during its two editions.Keywords: Anthropological theory of the didactic.
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