Ajustes de modelos não lineares de efeitos fixos, com ponderação e misto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Influência de procedimentos educativos sobre os conceitos de berçários

The duality care-education is an aspect to be considered in the routine of childhood education institutions that have a nursery. The concepts of professionals who work in the nursery interfere with the developed practice, and require great concern regarding the continuing education. The objective of this study was to verify the effects of educational procedures on the concepts related to functions and benefi ts of the nursery for the child – from the professionals who work in a childhood education institution. These professionals were teachers and development assistants from municipal nurseries of Marília, interviewed four times – initially, after each of the two rearing procedures, and six months after the procedures. These procedures consisted of educational workshops, once a week, for one month, and 15 hours of supervised practices in the nursery. Both practices focused on the activities and their benefi ts to the child’s development. We found that the educators’ knowledge comes from common sense, and that educational workshops provided changes on their information levels, which were strengthened by supervised practice. The analysis indicates that the initial and continuing education of professionals need to consider specifi c aspects of child development, so more adequate concepts are built.

Era construção, já é ruína?: nacionalidade, identidade e os impasses da modernização na literatura brasileira

Pós-graduação em Estudos Literários - FCLAR

Facilidades e dificuldades apontadas por professores de matemática ao atingir algumas das boas práticas de ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação de Técnicas de Interpolação de Imagens Digitais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Seleção de características utilizando algoritmos evolucionistas e suas aplicações em reconhecimento de padrões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelagem e otimização por metodologia de superfícies de resposta: um estudo em arames de aço SAE 9254 para molas automobilísticas

Pós-graduação em Engenharia Mecânica - FEG

Modelo dinâmico bayesiano multivariado para análise espaço-temporal de dados de área

Pós-graduação em Matematica Aplicada e Computacional - FCT

Análise bayesiana de dados espaciais explorando diferentes estruturas de variância

Pós-graduação em Matematica Aplicada e Computacional - FCT

Análise multiescala de séries temporais do efeito da cintilação ionosférica nos sinais de satélite GPS a partir de wavelets não decimadas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

The USAID and the teaching of mathematics in Rio Grande do Norte

In the 1960s occurred great changes in the general education and, specially in the mathematical teaching, throughout Brazil. Besides the Law Diretrizes e Bases for Education (law 4024/1961), such changes also was occurred by opposite educational movements. In one side, those ones that valorized the popular education and culture and, for the other side, the international agreements between universities and government organs, like SUDENE and MEC, with United States Agency for International Development (USAID). These agreements purposed the cultural alignment. In this article we will expose some of these agreements and their interference in two courses for teachers' education. These teachers taught mathematics for the elementary school, in Rio Grande do Norte.

Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

Before dividing we have to add: inter-viewing the foregrounds of indigenous students

Students' cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students' foreground, that is, the students' perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students' foreground, we illuminate the different types of significance given to mathematics education in their particular situation.

Experiencing Manipulative Material for the Teaching and Learning of Mathematics

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Educação Matemática e Sociedade

The paper's aim is to justify the creation of the line of research Mathematics Education and Society in the Graduate Program of Mathematics Education (PPGEM), UNESP (Rio Claro, SP). In a brief history of the constitution of the mathematics education community, the categories culture and society were emphasized. A brief summary of sociology is presented, drawing on classical sociologists and contemporary authors. The group EMsociedade is presented, and its purpose, which is to be part of the PPGEM to establish a space for discussions between students and supervisors from the Graduate Program, elementary and middle school teachers, and others who have interest in the subject. One of the arguments defended by the group is presented: institutionalized mathematical knowledge in the Twentieth Century is a commodity. Finally, some future considerations are outlined, including the expectation that the line of research Mathematics Education and Society will be included in the PPGEM.