THE MAPPING IN THE CONTINUING EDUCATION OF TEACHERS: AN EXPERIENCE THROUGH DISTANCE LEARNING

In this work, we show the experience of continuing teacher education in Cartography in the period from 03/11/2009 to 03/11/2010, it was held by the Center for Continuing Education in Mathematics Education, Science and Environment (CECEMCA) - UNESP - Rio Claro, in DL (Distance Learning). This experience was through the extension course set in TelEduc platform. The course was titled Introduction to Cartography and aimed primarily: Present concepts of systematic and thematic mapping and its potential application in teaching practices, increase knowledge in the areas of Geography, Cartography and Environment; Offer alternatives for implementing content mapping in the classroom.

Phenomenological perspective on mathematics education

This is a philosophical essay on a phenomenological way to understand and to work out Mathematics Education. Its philosophical grounding is the Husserlian work, focusing on its key word "going to the things themselves" in order to keep us away from the theoretical educational truth, took as the unique one. We assume the attitude of being on the life-world with the students and Mathematics as a field of research and practice that show and express themselves through lived experiences and through language. We assume to be in search of understanding of education, learning and Mathematics, as we take care, consciously, of what we are doing and saying in the same movement of saying and doing it.

Mathematics education and democracy

In this paper, we investigate the relationship between mathematics education and the notions of education for all/democracy. In order to proceed with our analysis, we present Marx's concept of commodity and Jean Baudrillard's concept of sign value as a theoretical reference in the discussion of how knowledge has become a universal need in today's society and ideology. After, we engage in showing mathematics education's historical and epistemological grip to this ideology. We claim that mathematics education appears in the time period that English becomes an international language and the notion of international seems to be a key constructor in the constitution of that ideology. Here, we draw from Derrida's famous saying that there is nothing beyond the text. We conclude that a critique to modern society and education has been developed from an idealistic concept of democracy. © FIZ Karlsruhe 2009.

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.

Online distance mathematics education in Brazil: research, practice and policy

In this article, we address online distance mathematics education research and practice in Brazil, which are relative newcomers to the educational scene. We present the national context of education in Brazil, highlighting the organization of the educational system, and also a summary of national legislation on distance education and an overview of digital inclusion in the country. We outline the potential and relevance of distance education for the Brazilian educational system and show how it could intervene in the system. With respect to research and practice in online mathematics education, we present support for research, examples of studies and highlight different aspects being addressed, including its essential components. In addition, we discuss the synergy between distance education and teacher education, and mathematics distance education and modeling, as well as other initiatives in the national scenario.

The interactive whiteboard in primary school: a case study of a brazilian district school

Interactive whiteboards (IWB) consist of a set of technological equipment organized in order to fulfill a specific task, enabling the development of didactic activities. Because they are associated to computers’ potentiality, interactive whiteboards can provide bigger interactivity between: teacher and students, students and content, and among students. This work’s main objective is to present some of the results yielded from a research related to the way students perceive interactive whiteboards in the classroom. In order to analyze the IWB usage dynamics, some educational applications in the field of mathematics were applied in the 3rd grade of elementary school. Aside from observation, video recordings were made and students were interviewed about the interactive whiteboard, in order to understand how these students observe and engage with the technological tool. IWB do not transform classroom’s reality by themselves, however, their physical presence and usage amount to external reinforcement can change student’s behavior positively.

Prevalence of DEA 1 canine blood group system in dogs (Canis familiaris, Linnaeus, 1758) reared in Brazil

Os cães possuem cinco grupos sangüíneos bem estabelecidos, compostos por sete determinantes antigênicos eritrocitários, os quais são denominados de dog erythrocyte antigen (DEA). O grupo DEA 1 (subgrupos 1.1, 1.2 e 1.3) tem sido considerado o mais importante no que se refere às transfusões de sangue. Isto ocorre porque esse grupo possui um alto potencial para estimulação antigênica e, dessa forma, pode estimular a produção de anticorpos se um receptor DEA 1 negativo receber uma transfusão de sangue DEA 1 positivo, levando a uma reação transfusional hemolítica em uma segunda transfusão com hemácias do tipo DEA 1. A freqüência de aparecimento do grupo DEA 1 é bem conhecida em outros países, porém, até então, não havia informações disponíveis sobre o referido grupo no Brasil. No presente estudo, objetivou-se avaliar a prevalência do grupo sangüíneo DEA 1 (subgrupos 1.1 e 1.2) em cães criados no Brasil. Para tanto, 150 cães de raças, sexos e idades diferentes, triados junto ao Hospital Veterinário da FCAV/UNESP, Campus de Jaboticabal, foram submetidos a tipagem sangüínea para o grupo DEA 1 (subgrupos 1.1 e 1.2) canino, utilizando-se reagentes adquiridos comercialmente junto ao Laboratório de Imunoematologia e Sorologia da Universidade de Michigan (EUA). Os resultados obtidos neste ensaio revelaram que a prevalência geral para o grupo DEA 1 é de 91,3%, consideradas as condições e características da população estudada, compreendendo 51,3% de cães do tipo DEA 1.1, 40% de cães do tipo DEA 1.2, e os 8,7% restantes sendo negativos para o referido grupo. A partir das prevalências encontradas, calculou-se que a probabilidade de um cão DEA 1 negativo receber sangue DEA 1.1, em uma primeira transfusão feita ao acaso, é de aproximadamente 4,5%. Sendo assim, este índice reflete um risco potencial para a sensibilização de um receptor DEA 1 negativo, o que deflagraria a produção de anticorpos. Posteriormente, se este mesmo paciente recebesse uma segunda transfusão de sangue, feita ao acaso, a probabilidade de receber hemácias do tipo DEA 1.1 seria de aproximadamente 2,3%, o que representaria o risco potencial de ocorrência de uma reação transfusional hemolítica aguda. Por outro lado, a probabilidade de este cão receber sangue do tipo DEA 1.2 seria cerca de 1,8%, o que levaria a uma reação transfusional menos grave, porém potencialmente prejudicial. No presente estudo, observou-se que o risco potencial para uma reação transfusional é mínimo, quando se trata de um cão mestiço.