Avalia����o em matem��tica: uma leitura de concep����es e an��lise do vivido na sala de aula

Este artigo traz uma reflex��o acerca da avalia����o em Matem��tica, destacando os modos pelos quais essa avalia����o pode vir a ser compreendida e discutida em um curso de forma����o de professores da ��rea. Explicita-se como, a partir das situa����es de sala de aula, o olhar para as possibilidades da avalia����o pode contribuir para a forma����o desse professor no que diz respeito ao compreendido pelos alunos. S��o analisadas tr��s situa����es-problema, propostas aos alunos do curso de gradua����o em Matem��tica, cujo foco �� o modo de avaliar. O olhar avaliativo e o fazer Matem��tica s��o entendidos como uma forma de o aluno voltar-se para o conte��do matem��tico, abrindo-se ao que, no seu lidar cotidiano, se mostra. Diz-se da import��ncia de se considerarem os "dados relevantes" e o "a ser conhecido" nas situa����es de avalia����o que permitem, ao professor, ler a aprendizagem do aluno em seu modo de se expressar.

Modelagem matem��tica do controle de brucelose bovina por vacina����o

As f��meas bovinas, por sua import��ncia na transmiss��o e na manuten����o da brucelose, constitu��ram o alvo dos inqu��ritos do Programa Nacional de Controle e Erradica����o da Brucelose e da Tuberculose Animal. Com base em informa����es obtidas em unidades federativas onde foram realizados inqu��ritos sorol��gicos e observadas preval��ncias de animais acima de 2%, elaborou-se um modelo para simular a din��mica da brucelose em rebanhos bovinos formados exclusivamente por f��meas, analisando o efeito de estrat��gias de vacina����o. Para baixa cobertura vacinal, da ordem de 30%, o tempo para reduzir a preval��ncia a 2%, valor adotado como refer��ncia, pode ser longo, aproximando-se do dobro do tempo necess��rio para uma cobertura mais alta, de 90%. De acordo com o modelo, o tempo para reduzir a preval��ncia a 1% ou 2%, que permitam passar �� fase de erradica����o, pode chegar a uma d��cada. Recomenda-se a intensifica����o do esfor��o para a vacina����o de f��meas, procurando atingir alta cobertura vacinal.

Avalia����o do Processo de Ensino e Aprendizagem em Matem��tica: contribui����es da teoria hist��rico-cultural

This article presents the results of a study that investigated the meaning of evaluation in mathematics from the historical cultural perspective, focusing on activity theory. In order to develop the investigation, a collaborative group was formed from the Oficina Pedagogica de Matematica de Ribeirao Preto - Sao Paulo (Math Pedagogic Workshop of Ribeirao Preto - OPM/RP), constituted of pre-school teachers and early elementary school teachers, who were participants in this research. The main role of the collaborative group was to offer guided development to the teachers about the teaching of mathematics from the historical-cultural perspective, aiming at collecting data on the process of appropriation of mathematical knowledge by the teachers. The syntheses about the teachers' learning process have contributed to systematize the guiding elements of evaluation in mathematics from the historical-cultural perspective.

Disciplinas de Fundamentos de Matem��tica: uma discuss��o �� luz dos significados da palavra ���fundamentos���

Based on a survey of summaries of courses on the Foundations of Mathematics, from Mathematics Teacher Education programs in the southern part of Brazil, and some remarks on the legislation related to the course syllabuses, we discuss the meaning of the word ""Foundations"" in order to reflect on the proposals of these issues in the courses, which will be undergoing reformulation. The opinions of students in one of these courses regarding the meaning of the term ""foundations"", as well as the data obtained from the survey and the remarks regarding legislation, may lead to considerations about the possibilities for a better qualification of the initial education of Mathematics teachers.

A An��lise Matem��tica no Ensino Universit��rio Brasileiro: a contribui����o de Omar Catunda

The goal of this paper is to show the diffusion, reception, and utilization of Omar Catunda's book Course of Mathematical Analysis for mathematics and engineering teaching in Brazilian universities, e. g., University of Sao Paulo and the University of Bahia from 1950 to 1976. We used interviews of some ex-alumni or users of his book. We also present some signs of the influence of his book and of Catunda himself at University of Rio Grande do Sul. We argue that Catunda and his book were important agents of process of modernizing the teaching of calculus and analysis, through his classes as well as his book.

O Intuitivo e o L��gico no Conhecimento Matem��tico: an��lise de uma proposta pedag��gica em rela����o a abordagens filos��ficas atuais e ao contexto educacional da matem��tica

In this paper, we consider Meneghetti & Bicudo's proposal (2003) regarding the constitution of mathematical knowledge and analyze it with respect to the following two focuses: in relation to conceptions of mathematical knowledge following the fundamentalist crisis in mathematics; and in the educational context of mathematics. The investigation of the first focus is done analyzing new claims in mathematical philosophy. The investigation of the second focus is done firstly via a theoretical reflection followed by an examination of the implementation of the proposal in the process of development of didactic materials for teaching and learning Mathematics. Finally, we present the main results of the application of one of those materials.