The purpose of this study is to describe the creation and implementation of an ICT education program for the elderly in various Active Participation Centers in Almería (Spain), assessing its impact on quality of life. From a randomized sample of 200 individuals over the age of 55. Results reveal a high degree of participant satisfaction (76.6 %), as well as improvements in quality of life as compared to the control group after the 3 month program health factor: p = 0.004; leisure and activity factor: p = 0.001; Satisfaction with Life Factor: p < 0.001. The analysis conducted to determine the influence of age and gender on quality of life indicates that there are statistically significant differences in regards to age (the younger groups had higher scores) and gender (the males). This study may serve to facilitate similar works that promotes on-going education in different locations and across the lifespan.

Childhood obesity and sedentary lifestyles are now gaining a foothold in the Western world. The aim of this research was to analyse the influence of physical education classes on a healthy diet (i.e., Mediterranean diet). To this end, psychological constructs derived from the theory of self-determination and the theory of planned behaviour were taken into account, such as the satisfaction and frustration of basic psychological needs, motivation in physical education classes, and social cognition and intention. A total of 3415 secondary school students (13–19 years) participated in this study. A structural equation model was proposed that would explain the relationships between the variables mentioned above and the adherence to a Mediterranean diet. The results provide adequate fit indexes for the proposed model. Based on the results of the study, it was concluded that a high satisfaction perceived in the physical education classes would help to reinforce the intention of having a healthy diet and therefore help to generate a perdurable commitment to this habit.

RESUMENLas matemáticas, como afirma Le Lionnais (1976, p.15). "constituyen una de las formas más reveladoras y sorprendentes del pensamiento humano". Por ello, "hacer matemáticas", en cualquier nivel, es (o debería ser) siempre una tarea humana apasionante, enriquecedora, única. Objetivo: realizar una búsqueda bibliográfica que aborde programas de intervención, experiencias en las aulas de infantil/primaria o ejemplos de buenas prácticas en las principales bases de datos de Ciencias de la Educación y Psicología. Metodología: se ha realizado una búsqueda bibliográfica en seis bases de datos: PubMed, Scopus, Dialnet, ERIC, ProQuest EDUCATION JOURNALS y Psicodoc de los últimos diez años. Los descriptores fueron: "ABN", "matemáticas", "educación infantil" y "educación primaria" en inglés y español, combinados por el conector AND. Se han incluido algunos artículos que contenían estudios con grupo control y experimental y algunas revisiones o trabajos fin de máter o grado. Resultados: los artículos y revisiones incluidas contenían un total de 444 participantes. Describen las características, tipo de intervención, actividades desarrolladas, seguimiento, resultados y conclusiones en los distintos estudios. Dichas investigaciones demuestran que la enseñanza de las matemáticas con el método ABN presenta beneficios en el alumnado, permite mejorar el cál-culo y la resolución de problemas, entre otras habilidades. Conclusiones: la literatura científica y la publicación de estudios experimentales en relación al tema de estudio es aún escasa, no obstante se muestran las bondades de la metodología ABN frente a la metodología tradicional en diversas prácticas y algunos estudios.Palabras claves: metodología ABN, educación infantil, educación primaria y matemáticas. INTRODUCCIÓNLas matemáticas, como afirma Le Lionnais (1976, p.15). "constituyen una de las formas más reveladoras y sorprendentes del pensamiento humano". Por ello, "hacer matemáticas", en cualquier nivel, es (o debería ser) siempre una tarea humana apasionante, enriquecedora, única.

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Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.