Um ensaio sobre as concepções de professores de Matemática: possibilidades metodológicas e um exercício de pesquisa

Este artigo tem como tema principal as concepções dos professores de Matemática. Considerando o termo concepção a partir do pragmatismo de Peirce, elabora-se um conjunto de parâmetros metodológicos - chamado de método indireto - a ser aplicado no estudo das concepções de professores de Matemática. Trata-se, em síntese, de investigar as concepções dos professores interpelando-os não sobre suas crenças, mas sobre suas práticas. Fundamentando essa abordagem indireta e explicitando-a em sua natureza qualitativa, o artigo segue apresentando, como exemplo, um exercício desse método indireto: um estudo sobre os critérios que os professores utilizam quando escolhem livros-texto para sua sala de aula, abordando, conseqüentemente, quais concepções de Matemática e de seu ensino e aprendizagem tais critérios desvendam. Partindo de depoimentos de professores de Matemática, o estudo indica que os professores agem com certa independência quando escolhem os materiais utilizados em suas atividades docentes. Buscam, ao mesmo tempo, apoio em uma vasta gama de livros didáticos, desconsiderando as particularidades de cada obra e as abordagens e perspectivas defendidas por seus autores. Embora submetam-se ao livro didático - considerado uma referência legítima e segura -, os professores o subvertem, buscando adequá-lo ao que consideram correto. Dessa constatação, algumas das concepções dos professores podem ser realçadas: o aluno, via de regra, é avaliado e classificado pelas lacunas que apresenta em relação aos conteúdos. Dessa postura, segue a valorização da precedência lógica dos conteúdos, de sua apresentação linear, e a defesa de pré-requisitos que viabilizariam o ensino e, conseqüentemente, implicam a legitimidade de aulas predominantemente expositivas.

Topological K-equivalence of analytic function-germs

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Boundary of the rauzy fractal sets in R x C generated by P(x)=x(4)-x(3)-x(2)-x-1

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Kinematics of a spacetime with an infinite cosmological constant

A solution of the sourceless Einstein's equation with an infinite value for the cosmological constant L is discussed by using Inonu-Wigner contractions of the de Sitter groups and spaces. When Lambda --> infinity, spacetime becomes a four-dimensional cone, dual to Minkowski space by a spacetime inversion. This inversion relates the four-cone vertex to the infinity of Minkowski space, and the four-cone infinity to the Minkowski light-cone. The non-relativistic limit c --> infinity. is further considered, the kinematical group in this case being a modified Galilei group in which the space and time translations are replaced by the non-relativistic limits of the corresponding proper conformal transformations. This group presents the same abstract Lie algebra as the Galilei group and can be named the conformal Galilei group. The results may be of interest to the early Universe Cosmology.

The nonlinear essence of gravitational waves

A critical review of gravitational wave theory is made. It is pointed out that the usual linear approach to the gravitational wave theory is neither conceptually consistent nor mathematically justified. Relying upon that analysis it is argued that-analogously to a Yang-Mills propagating field, which must be nonlinear to carry its gauge charge-a gravitational wave must necessarily be nonlinear to transport its own charge-that is, energy-momentum.

Free actions of abelian p-groups on the n-torus

In this work we make some contributions to the theory of actions of abelian p-groups on the n-Torus T-n. Set congruent to Z(pk1)(h1) x Z(pk2)(h2) x...x Z(pkr)(hr), r >= 1, k(1) >= k(2) >=...>= k(r) >= 1, p prime. Suppose that the group H acts freely on T-n and the induced representation on pi(1)(T-n) congruent to Z(n) is faithful and has first Betti number b. We show that the numbers n, p, b, k(i) and h(i) (i = 1,..,r) satisfy some relation. In particular, when H congruent to Z(p)(h), the minimum value of n is phi(p) + b when b >= 1. Also when H congruent to Z(pk1) x Z(p) the minimum value of n is phi(p(k1)) + p - 1 + b for b >= 1. Here phi denotes the Euler function.

On the hardy space H¹ on products of half-spaces

We show that the Hardy space H¹ anal (R2+ x R2+) can be identified with the class of functions f such that f and all its double and partial Hubert transforms Hk f belong to L¹ (R2). A basic tool used in the proof is the bisubharmonicity of |F|q, where F is a vector field that satisfies a generalized conjugate system of Cauchy-Riemann type.

COMPARATIVE COLONY PRODUCTIVITY OF POLISTES-SIMILLIMUS AND POLISTES-VERSICOLOR (HYMENOPTERA, VESPIDAE) AND THE EVOLUTION OF PARAGYNY IN THE POLISTINAE

Over a 3-year period, all colony foundations of the social wasps Polistes versicolor and Polistes simillimus were registered, and the fate and growth of all colonies were followed. P. simillimus exhibited a greater number of colony-founding attempts, while P. versicolor had a larger number of adult colonies. P. simillimus had greater cell numbers and number of adults produced per colony. P. simillimus reutilized only a small percentage of brood cells for adult production for up to 2 generations, while P. versicolor reutilized a large percentage of brood cells for up to 3 generations. Consequently, cell production was higher in P. simillimus. Because of a high rate of adult production and extensive cell production, we suggest that P. simillimus may demonstrate paragynous social organization, and may demonstrate an intermediate form between polygynous and monogynous Vespidae. Paragynous associations may lead to lower predation pressures and a relative independence of adult production on time.

DIFFERENT MEDIA, DIFFERENT TYPES OF COLLECTIVE WORK IN ONLINE CONTINUING TEACHER EDUCATION: WOULD YOU PASS THE PEN, PLEASE?

This paper presents some findings regarding the interaction between different computer interfaces and different types of collective work. We want to claim that design in online learning environments has a paramount role in the type of collaboration that happens among participants. In this paper, we report on data that illustrate how teachers can collaborate online in order to learn how to use geometry software in teaching activities. A virtual environment which allows that construction to be carried out collectively, even if the participants are not sharing a classroom, is the setting for the research presented in this paper.

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.