Um Estudo da modelagem matemática na educação matemática e seu potencial para o desenvolvimento do pensamento crítico

The implementation of mathematical modeling curricula represents a great challenge, both for teachers and students, since it escapes the traditional teaching methodology, i.e. when the teacher speaks to his/her students. This work presents, at least, one possible way of implementing mathematical modeling inside the classroom, and how this way encourage critical thinking in students. I see mathematical modeling as an opportunity to minimize student's rejection and increase their interest for mathematics, promoting their competencies to give points of scene in every day situations. The history of mathematics shows that mathematical modeling had developed since almost the beginning of human live, when men needed to solve problems that arose in the course of his life. Mathematics has become more and more abstract, but it is important to recall what was originated it. In this way, it is possible to make this subject matter more meaningful to students. I will make an introduction of mathematical modeling, presenting some important definitions. Based on this framework, I will present a classroom instruction understand on a 7 th grade classroom by myself. With this in instruction I sustain the idea that mathematical modeling has, in fact, a great potential to improve the quality of mathematics teaching. I also sustain that, the development of critical thinking, as a competence, way be achieved with it

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.

Alloxan-Induced Diabetes Causes Morphological and Ultrastructural Changes in Rat Liver that Resemble the Natural History of Chronic Fatty Liver Disease in Humans

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Identification of the notothenioid sister lineage illuminates the biogeographic history of an Antarctic adaptive radiation

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Genomic alterations in patients showing multiple primary tumors and family history of cancer

Multiple primary tumors (MPT) are a major cause of mortality and morbidity among patients that have survived after the treatment of a first cancer. It has been proposed that after the first primary tumor, high risk of a subsequent tumor could be associated with radiotherapy used as treatment for the first cancer. Other potential risk factors include unhealthy lifestyle, genetic predisposition, aging, environmental determinants or an interaction between these factors. However, an association between the presence of MPT and family history of cancer in cases without clinical and molecular evidence of a known hereditary cancer syndrome is rarely described. Genomic DNA from 12 patients with at least two primary tumors and without mutations on TP53 was evaluated by CytoScan HD Array (Affymetrix). Chromosome Analysis Suite (ChAS) software v.2.0.1 was used considering at least 50 markers for gains; 25 for losses and a minimum of 5Mb for cnLOHs. Data from 1038 phenotypically healthy individuals (Affymetrix) and from Database of Genomic Variants were used as reference. Only alterations found in <1% (rare) or never described (new rare) in the reference population were considered. All cases, except one, presented a family history of cancer. Five cases developed MTP after radiotherapy and only one was located in the same treated area. It was detected 67 rare and 15 new rare genomic alterations encompassing 5.906 genes: 17 losses, 29 gains, and 36 cnLOH. X chromosome presented the higher number of alterations. Two patients with breast cancer presented a large deletion/cnLOH on 7q21. Enrichment analysis revealed 1275 genes associated with breast cancer (p= 0.001), which was diagnosed in 6 patients and their family members (all negative for BRCA1/2 or TP53 mutations). cnLOHs accounted for 44% of all the alterations. A significant proportion of cases (11/12) presented family history of cancer and the patients were not submitted to radiotherapy (7/12). We demonstrated the presence of rare genomic alterations in patients with MPT suggesting their involvement in the MPT development. cnLOH may arise as a new mechanism associated with the risk to develop MPT. All authors have declared no conflicts of interest.

Cómo se puede implementar la Historia Oral en Educación Matemática?

What is known today as “Oral History” is a research methodology which, in Brazil, has been widely used in the field of cultural studies by sociologists, anthropologists, and historians. Oral History was first introduced in Brazil with studies in social psychology and then spread to many other academic spheres, with the field of mathematics education being one of the most recent to adopt this method as one of its theoretical-methodological references. Topics such “What Oral History is” and “How Oral History can be implemented in mathematics education” are the foci of this paper.

As matemáticas modernas: um ensaio sobre os modos de produção de significado ao(s) movimento(s) no ensino primário brasileiro

The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur’s Hermeneutics, John Thompson’s Depth Hermeneutics and Bolívar’s narrative analysis.

Números Complexos: um estudo histórico sobre sua abordagem na coleção Matemática 2º ciclo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)