Quanto tempo o tempo tem? as crianças como construtoras da noção de tempo

Relatório da Prática Profissional Supervisionada Mestrado em educação pré-escolar

The efficiency of four transtibial suspension systems: a malformation case study

This work was developed in the form of a case study to measure the efficiency of gait and conclude if the tested suspension systems differ in the efficiency in a various tested transtibial prostheses,based on the data provided by radiologic images, indirect calorimetry and perception of the patient. Introduction - The suspension system and the stump adjustment to the socket plays an important role in the functionality of the prosthesis, the mobility of the amputee and overall satisfaction with the device. The comfort and functional effectiveness of the prosthesis are closely related. The harmony between the residual limb and prosthesis is crucial to that this meets its function and enable effective March and allow the amputated the continuity of their Daily day activities, keeping the stump functional. Comfort and functional effectiveness of the prosthesis are closely related, suspension systems should prevent excessive longitudinal and rotational transverse displacement of the stump within the socket, these systems should help stabilize and enhance the connection of the prosthesis to the residual limb, reducing the pistonning, increased proprioception and providing a more natural gait.

'Day number': a promoter routine of flexibility and conceptual understanding

This paper is part of the Project “Adaptive thinking and flexible computation: Critical issues”. In this paper we discuss different perspectives of flexibility and adaptive thinking in literature. We also discuss the idea of proceptual thinking and how this idea is important in our perspective of adaptive thinking. The paper analyses a situation developed with a first grade classroom and its teacher named the day number. It is a daily activity at the beginning of the school day. It consists on to look for the date number and to think about different ways of writing it using the four arithmetic operations. The analyzed activity was developed on March 19, so the challenge was to write 19 in several ways. The data show the pupils’ enthusiasm and their efforts to find different ways of writing the number. Some used large numbers and division, which they were just starting to learn. The pupils presented symbolic expressions of 19, decomposing and recomposing it in a flexible manner.