VOICES FROM THE SOUTH: DIALOGICAL RELATIONSHIPS AND COLLABORATION IN MATHEMATICS EDUCATION

This chapter presents a collaborative experience between two neighbouring countries from South America: Argentina and Brazil. Our purpose is to share a model of international collaboration that we consider to be an alternative to the classical movement of early mathematical and scientific knowledge between East and West and between North and South. We start our chapter with a general discussion about the phenomenon of globalization considering some local examples. We characterize our collaboration exploring the tensions and difficulties we faced along our own professional development at the local as well as the international level. We describe the development of our prior collaborative work that established the foundation for our international collaboration portraying the local mathematics education communities. We refer to some balances that were created among our relationships, the expansion of our collaborative network, and how this particular collaboration allows us to contribute to the regional field and inform the international one. We discuss the way that the search for balance and symmetry, or at least a complementary asymmetry in our collaborative relationships, has led us to generate a genuine and equitable collaboration.

Um projeto de interação Universidade-Escola como espaço formativo para a docência do professor universitário

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Cellulose-Based Bio- and Nanocomposites: A Review

Cellulose macro- and nanofibers have gained increasing attention due to the high strength and stiffness, biodegradability and renewability, and their production and application in development of composites. Application of cellulose nanofibers for the development of composites is a relatively new research area. Cellulose macro- and nanofibers can be used as reinforcement in composite materials because of enhanced mechanical, thermal, and biodegradation properties of composites. Cellulose fibers are hydrophilic in nature, so it becomes necessary to increase their surface roughness for the development of composites with enhanced properties. In the present paper, we have reviewed the surface modification of cellulose fibers by various methods. Processing methods, properties, and various applications of nanocellulose and cellulosic composites are also discussed in this paper.

In vitro antimicrobial activity of endodontic sealers, MTA-based cements and Portland cement.

The aim of this study was to evaluate the antimicrobial activity of different root-end filling materials - Sealer 26, Sealapex with zinc oxide, zinc oxide and eugenol, white and gray Portland cement, white and gray MTA-Angelus, and gray Pro Root MTA - against six different microorganism strains. The agar diffusion method was used. A base layer was made using Müller-Hinton agar (MH) and wells were formed by removing the agar. The materials were placed in the wells immediately after manipulation. The microorganisms used were: Micrococcus luteus (ATCC9341), Staphylococcus aureus (ATCC6538), Escherichia coli (ATCC10538), Pseudomonas aeruginosa (ATCC27853), Candida albicans (ATCC 10231), and Enterococcus faecalis (ATCC 10541). The plates were kept at room temperature for 2 h for prediffusion and then incubated at 37 degrees C for 24 h. Triphenyltetrazolium chloride 0.05% gel was added for optimization, and the zones of inhibition were measured. Data were subjected to the Kruskal-Wallis and Dunn tests at a 5% significance level. The results showed that all materials had antimicrobial activity against all the tested strains. Analysis of the efficacy of the materials against the microbial strains showed that Sealapex with zinc oxide, zinc oxide and eugenol and Sealer 26 created larger inhibition halos than the MTA-based and Portland cements (P < 0.05). On the basis of the methodology used, it may be concluded that all endodontic sealers, MTA-based and Portland cements evaluated in this study possess antimicrobial activity, particularly the endodontic sealers.

Windows into Elementary Mathematics:Alternate public images of mathematics and mathematicians

Research on students’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathematicians be a problem in mathematics education, and (2) what can be done to remedy the situation? Also, we consider an outreach project called Windows into Elementary Mathematics. In this project mathematicians are interviewed about their perspectives on elementary mathematics topics and their interviews are videotaped and are posted online, along with supporting images and interactive content. In this context we consider the questions: (3) what is the Windows project about, and (4) how might it offer an alternate (and perhaps better) image of mathematics and mathematicians? Lastly, we share an example where activities from the project were used in a math-for-teachers course.

Maximizing the utility of bio-based diisocyanate and chain extenders in crystalline segmented thermoplastic polyester urethanes: effect of polymerization protocol

High molecular weight semi crystalline thermoplastic poly(ester urethanes), TPEUs, were prepared from a vegetable oil-based diisocyanate, aliphatic diol chain extenders and poly(ethylene adipate) macro diol using one-shot, pre-polymer and multi-stage polyaddition methods. The optimized polymerization reaction achieved ultra-high molecular weight TPEUs (>2 million as determined by GPC) in a short time, indicating a very high HPMDI diol reactivity. TPEUs with very well controlled hard segment (HS) and soft segment (SS) blocks were prepared and characterized with DSC, TGA, tensile analysis, and WAXD in order to reveal structure property relationships. A confinement effect that imparts elastomeric properties to otherwise thermoplastic TPEUs was revealed. The confinement extent was found to vary predictably with structure indicating that one can custom engineer tougher polyurethane elastomers by "tuning" soft segment crystallinity with suitable HS block structure. Generally, the HPMDI-based TPEUs exhibited thermal stability and mechanical properties comparable to entirely petroleum-based TPEUs. (C) 2014 Elsevier Ltd. All rights reserved.

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ocorrência de pesquisas narrativas sobre formação de professores de Ciências e Matemática no Brasil, de 2000 a 2010

In this article, we present results that express the occurrence of narratives researches in the form of theses and dissertations in postgraduate programs in Brazil, from 2000 to 2010 in the Teaching of Science and Mathematics area. We consulted the Student Registration, on the site of the Coordination of Improvement of Higher Education Personnel, through the keywords: narrative research, narrative inquiry and teacher training. Through reading the abstracts, we identified the area of knowledge, the IES and the supervisor. Of the 162 (one hundred, sixty two) academic productions identified, 31 (thirty-one) are in the area of Science and Mathematics teaching. The data obtained point to the existence of groups of studies and research training in the country engaged in narrative research in Mathematics and Science Teaching, in line with teacher training.

Origami e kirigami: arte e cultura como recurso lúdico e educativo

We can know a people through their cultural and artistic assets. One of the many aspects of Japanese culture is origami, a fusion of the verb “oru”, which means folding, with the word “kami” meaning paper. In this communication, we describe the course “Origami and Kirigami: art and culture as a recreational and educational resource”. The course aimed to present these two oriental techniques based on paper and its potential as a source of entertainment and education, at the same time seeking to introduce cultural aspects of these arts of folding and/or cutting paper. This practice is more common than we realize, and is present in our day-to-day life when we perform actions such as folding clothes and papers, and making packages, amongst others. However, few are aware of the benefits that this folding brings to the fields of Arts, Mathematics, and Science, besides its recreational characteristics. Kirigami is a mixed technique that in addition to using folds in the paper (as in origami) also uses cuts (“kiru” – meaning, “cut”). It can be performed with heavier paper than origami, and by introducing some cuts, the paper can be folded to form the desired shape. It is a simple technique, with impressive results. We conducted eight weekly meetings, each lasting four hours, totaling 32 hours of coursework. In addition to the classes, a visit was made to the Okinawa Club in Bauru (São Paulo), where it was possible for the students of the course and the elderly group (fujinkai) of origamists of the club to exchange experiences. Finally, an exhibition was organized to display the artifacts produced by the course participants and disseminate the work of the students.