Multi-choice mixed integer goal programming optimization for real problems in a sugar and ethanol milling company

Goal Programming (GP) is an important analytical approach devised to solve many realworld problems. The first GP model is known as Weighted Goal Programming (WGP). However, Multi-Choice Aspirations Level (MCAL) problems cannot be solved by current GP techniques. In this paper, we propose a Multi-Choice Mixed Integer Goal Programming model (MCMI-GP) for the aggregate production planning of a Brazilian sugar and ethanol milling company. The MC-MIGP model was based on traditional selection and process methods for the design of lots, representing the production system of sugar, alcohol, molasses and derivatives. The research covers decisions on the agricultural and cutting stages, sugarcane loading and transportation by suppliers and, especially, energy cogeneration decisions; that is, the choice of production process, including storage stages and distribution. The MCMIGP allows decision-makers to set multiple aspiration levels for their problems in which the more/higher, the better and the less/lower, the better in the aspiration levels are addressed. An application of the proposed model for real problems in a Brazilian sugar and ethanol mill was conducted; producing interesting results that are herein reported and commented upon. Also, it was made a comparison between MCMI GP and WGP models using these real cases. © 2013 Elsevier Inc.

Modelagem matemática no processo ensino-aprendizagem do cálculo diferencial e integral para o ensino médio

Pós-graduação em Educação Matemática - IGCE

Educação de jovens e adultos: a construção das operações aritméticas em matemática

Working with adult students who attend literacy rooms has been set a challenge for educators, especially with regard to issues of learning mathematics. This work of course completion intention was to investigate the process of construction of arithmetic operations in mathematics from the perspective of the students themselves. Thus specific objectives were to investigate how these students face simple operations that can do this automatically on a daily basis, but not always systematized in the classroom; how these students think and communicate their ideas to the mental operation of the paper record. To this end we chose a qualitative research approach with characteristics of case study, conducted in a room of Youth and Adult participants with three ladies. The data collection occurred through the application of a semi-structured, audio recorded and later transcribed, which issues the verbalization sought and a description of how to give students the learning process of some mathematical content. The results showed that students bring with them skills, cultures and values to the classroom and that these are the basis for understanding the content. The teacher of adult education must take into consideration everything that the student brings to the classroom, their experiences, their history and culture, thus questioning the real world, so they can understand math in a way closer to their daily lives

A construção da ideia de número na educação infantil

This paper seeks to understand-the process by which the child in kindergarten builds the idea of number. Therefore we developed a qualitative study of phenomenological approach that involved field work in the classroom with children of four and five years. Starting from their real-world contexts, their experiences and using the natural language tasks are designed to help the student to go beyond the already known, analyzing how they thinks and what knowledge they bring their lived experience. By interference carried expanded mathematical ideas acquired. The analysis and interpretation of research data shows that the idea of number is built by children from all kinds of relationships created between objects and the world around them, and the more diverse are these experiences, the greater the understanding opportunities and development of mathematical skills and competencies. It showed also that, in kindergarten, children tread just a few ways to build the idea of number