UNIVERSALITY OF RANDOM GRAPHS

We prove that asymptotically (as n -> infinity) almost all graphs with n vertices and C(d)n(2-1/2d) log(1/d) n edges are universal with respect to the family of all graphs with maximum degree bounded by d. Moreover, we provide an efficient deterministic embedding algorithm for finding copies of bounded degree graphs in graphs satisfying certain pseudorandom properties. We also prove a counterpart result for random bipartite graphs, where the threshold number of edges is even smaller but the embedding is randomized.

Alternative Tasks for the Teaching and the Learning of functions: analysis of an intervention in the High School

In this paper we focus on the application of two mathematical alternative tasks to the teaching and learning of functions with high school students. The tasks were elaborated according to the following methodological approach: (i) Problem Solving and/or mathematics investigation and (ii) a pedagogical proposal, which defends that mathematical knowledge is developed by means of a balance between logic and intuition. We employed a qualitative research approach (characterized as a case study) aimed at analyzing the didactic pedagogical potential of this type of methodology in high school. We found that tasks such as those presented and discussed in this paper provide a more significant learning for the students, allowing a better conceptual understanding, becoming still more powerful when one considers the social-cultural context of the students.

Riemannian Submersions with Discrete Spectrum

We prove some estimates on the spectrum of the Laplacian of the total space of a Riemannian submersion in terms of the spectrum of the Laplacian of the base and the geometry of the fibers. When the fibers of the submersions are compact and minimal, we prove that the spectrum of the Laplacian of the total space is discrete if and only if the spectrum of the Laplacian of the base is discrete. When the fibers are not minimal, we prove a discreteness criterion for the total space in terms of the relative growth of the mean curvature of the fibers and the mean curvature of the geodesic spheres in the base. We discuss in particular the case of warped products.

How far is C-0(Gamma, X) with Gamma discrete from C-0(K, X) spaces?

For a locally compact Hausdorff space K and a Banach space X we denote by C-0(K, X) the space of X-valued continuous functions on K which vanish at infinity, provided with the supremum norm. Let n be a positive integer, Gamma an infinite set with the discrete topology, and X a Banach space having non-trivial cotype. We first prove that if the nth derived set of K is not empty, then the Banach-Mazur distance between C-0(Gamma, X) and C-0(K, X) is greater than or equal to 2n + 1. We also show that the Banach-Mazur distance between C-0(N, X) and C([1, omega(n)k], X) is exactly 2n + 1, for any positive integers n and k. These results extend and provide a vector-valued version of some 1970 Cambern theorems, concerning the cases where n = 1 and X is the scalar field.

A critical analysis on "Active Learning" in the light of Cultural-Historical Activity Theory (CHAT): Implications to Physics Education and to experimental activities as a particular case.

This is a research paper in which we discuss “active learning” in the light of Cultural-Historical Activity Theory (CHAT), a powerful framework to analyze human activity, including teaching and learning process and the relations between education and wider human dimensions as politics, development, emancipation etc. This framework has its origin in Vygotsky's works in the psychology, supported by a Marxist perspective, but nowadays is a interdisciplinary field encompassing History, Anthropology, Psychology, Education for example.