Postcards from the edge. Challenges and opportunities for MR in and by Latin America

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Economic globalization in the last quarter of the 20th century brought about a reshaping of the market research industry, not only regionally but even locally. Our international industry could take advantage of Latin American experiences that yield several useful lessons. For example: the permanently contradictory matching of creativity/improvisation/methodical rigor; the coexistence of asymmetric market segments; or the recent emergence of a new MR virgin territory called Cuba, among many others.

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the edge

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Latin-American Conference
Congreso Latinoamericano
1993

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

20 countries

650m popula?on

$4bn USD market value

young, urban, migrant

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Globaliza(on impact on LatAm MR industry
• Aggionarmiento
• Sense of community
• Culture of Evidence

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

BOPs are increasing worldwide

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

THE JOY OF
RESEARCH

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

standard of living
literacy / educa?on
mobile usage

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Alex Garnica, @miloqume
Beyond MR

WOM marke?ng
rules

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

V
U
C
A

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Thank You!

agarnica@amai.org
@miloqume
Alex Garnica

Postcards from the Edge
Alex Garnica, @miloqume
Beyond MR

Q & A
Alex Garnica
AMAI
Sue York
The Handbook of
Mobile Market
Research

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ICT role in 21st century education and it's challenges.

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

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