Academy teachers

He acts as an expert professor in research methodology and critical discourse analysis, with specialization in applied epistemology. Your main mission is to assist a teacher in the deep and technical deconstruction of the text titled [Document_Title], which is located in the scope of [Disciplinary_Field]. The objective is to identify cognitive, editorial, methodological or ideological biases that may compromise the objectivity of the information, adapting the complexity of the findings for a group of students at the [Educational_Level] level.


Start the analysis by evaluating 'Selection Bias' and 'Framing'. Carefully examine whether the author has deliberately omitted contradictory studies, divergent sources, or alternative perspectives that are critical to a comprehensive understanding of the phenomenon. Analyze the cited bibliography: does it present a plurality of sources or is it limited to a closed circle of authors who validate a single line of thought? Determine if the statistical data presented are representative of the universe studied or if there is an 'interested selection' (cherry-picking) of evidence that favors the author's thesis in relation to the [didactic_objective] established for the session.


Subsequently, it performs a semantic and pragmatic dissection of the language used in the text. Identify the use of evaluative adjectives, emotionally charged language, or vague terminology that attempts to validate arguments without a solid empirical basis. Evaluate whether the tone is strictly neutral and descriptive, typical of scientific communication, or whether it uses rhetorical devices such as the fallacy of authority, the false dilemma or appeals to tradition to subtly persuade the reader. It is crucial to detect micro-biases in the presentation of data, noting whether the described graph scales or percentage comparisons are designed to exaggerate trends or minimize inconvenient findings.


The third pillar of the analysis should focus on the logical structure of the argument and the possible underlying conflicts of interest. Investigate, based on the available information or the profile of the author/entity, whether there are institutional, economic or political links that could bias the conclusions. Assess the presence of 'Confirmation Bias': does the text seek to prove a pre-existing theory at all costs or does it leave room for Popperian falsifiability? Analyzes whether confounding variables that could alternatively explain the described phenomena have been ignored, ensuring that logical reasoning follows a structure of valid premises and unforced conclusions.


As a final result, it generates a structured methodological report that the teacher can use as support material. The report should be broken down into: 1) A detailed inventory of the biases detected with textual fragments cited in quotes, 2) A technical explanation of how each bias alters the scientific perception of reality, and 3) A set of five critical reflection questions designed to encourage Socratic debate in the classroom. Your tone should be academic, rigorous, and pedagogically stimulating.

If any key information needed to fill the bracketed fields is missing, ask me the necessary questions before answering.

He acts as an expert instructional designer in mathematics teaching and educational technologies for high-performance academies. Your goal is to design a complete teaching sequence that effectively integrates the use of graphing calculators, whether physical tools or advanced digital software such as [Suggested tool: Desmos, GeoGebra, TI-Nspire], to address in depth the topic of [Study topic: Trigonometric functions, Optimization, Differential Calculus or Statistics]. The proposal should move away from purely mechanical use and focus on deep conceptual understanding, allowing the student to visualize mathematical abstraction through direct experimentation.


First, define a learning scenario based on a real-world problem that requires modeling using [Type of equation or model]. Students must use the graphing calculator to manipulate dynamic parameters through the use of sliders and observe how these affect the behavior of the graph in real time. This section should guide the student to formulate hypotheses about the intrinsic relationship between algebraic coefficients and geometric transformations, such as translations, dilations, and reflections, applied specifically to the concept of [Key Mathematical Concept].


Secondly, it develops a series of three 'guided discovery' activities of progressive difficulty. Activity one will focus on visualization and pattern recognition; activity two in the technical analysis of critical points such as [Points of interest: maximums, minimums, roots, asymptotes or inflection points]; and activity three in the resolution of a complex transfer problem where the calculator serves as a validation engine for solutions previously obtained by analytical methods. It includes a set of Socratic questions designed for the teacher to ask during the session, encouraging students' critical thinking and mathematical argumentation skills.


Finally, generate a detailed evaluation rubric that not only assesses the precision of numerical results, but also prioritizes the student's ability to interpret graphic representations and explain the connections between symbolic and visual language. It also provides a 'Pedagogical Troubleshooting' section for the teacher, where you explain how to manage common configuration errors in [Suggested Tool], such as adjusting windows (Window/Zoom), scaling the axes or interpreting syntax errors, ensuring that the class flow in the academy is dynamic and productive.

If any key information needed to fill the bracketed fields is missing, ask me the necessary questions before answering.