As estratégias discursivas da comunicação dirigida em pontos de venda do HSBC

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Relações entre os conhecimentos, as atitudes e a confiança dos alunos do curso de licenciatura em Matemática em resolução de problemas geométricos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A resolução de problemas no processo ensino-aprendizagem-avaliação de matemática na e além da sala de aula

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A tecnologia informática como auxílio no ensino de geometria para deficientes visuais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise da variação da posição dos dentes artificiais durante as fases específicas do processamento de próteses totais superiores mensurada por computação gráfica

Pós-graduação em Odontologia - FOA

Alternative transfer to the Earth-Moon Lagrangian points L4 and L5 using lunar gravity assist

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Rigidez dos triângulos

Pós-graduação em Matemática em Rede Nacional - IBILCE

A pipa tetraédrica de Graham Bell: abordagem em sala de aula como elemento motivador da aprendizagem

Pós-graduação em Matemática em Rede Nacional - IBILCE

Figuras fulgurantes: a geometrização do espaço Llansol

Os pregos na erva (1962), the first book by Maria Gabriela Llansol, presents us several textures and pictures that break the dividing lines of both textual and imaging spaces due to the figurative compositional process that stands within the literary universe, coloring it with words. The short stories found in this book are based on minimum action that silences the voices of the characters, expanding some other composition, a new course, not in the order of the narrative continuum, but of the textual one. The three short stories to be analyzed (“Intróito”, “A casa às avessas” e “A manhã morta”) are highlighted due to the meaningful incidence of poetic colors that set representation and the motionless universe of narrative on the move, due to the dialogue established with painting, especially with the pictures by Amadeo Modigliani (“Young Brunette”) and Picasso (“Child holding a dove”). Thus, the lines of writing and the geometric ones of painting cross with each other and draft triangles and circles, being responsible for figures that go beyond figurative language and, by doing so, making the suggested images of textuality’s “fulgor” stronger.

Orange pectin mediated growth and stability of aqueous gold and silver nanocolloids

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Natural formations at the Earth-Moon triangular point in perturbed restricted problems

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Algumas potencialidades didáticas do setor trigonal na interface entre história e ensino de matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O Ensino de Geometria por meio de atividades investigativas: uma experiência com alunos do primeiro ano do Ensino Médio

This qualitative nature of work was developed with the participation of a group of students enrolled in the first year of high school from a public school of the state of São Paulo, in the city of Taubaté. Their goal was to determine how students deal with geometry tasks in investigative classes. To guide this research was drawn up the following question: As students of the first year of high school express their knowledge of building triangles and quads in classes of investigative activities?. The choice of investigative nature of this activity occurred by enhancing student participation and thus generate a greater chance of it not be guided only by what the teacher wants, but by his own curiosity and using their own tools for this. In the data analysis process stands out the interest generated in students for this type of activity and posture maintained throughout the work, mobilizing their expertise to answer the questions posed

O Ensino de Geometria por meio de atividades investigativas: uma experiência com alunos do primeiro ano do Ensino Médio

This qualitative nature of work was developed with the participation of a group of students enrolled in the first year of high school from a public school of the state of São Paulo, in the city of Taubaté. Their goal was to determine how students deal with geometry tasks in investigative classes. To guide this research was drawn up the following question: As students of the first year of high school express their knowledge of building triangles and quads in classes of investigative activities?. The choice of investigative nature of this activity occurred by enhancing student participation and thus generate a greater chance of it not be guided only by what the teacher wants, but by his own curiosity and using their own tools for this. In the data analysis process stands out the interest generated in students for this type of activity and posture maintained throughout the work, mobilizing their expertise to answer the questions posed

Flow Visualization with Quantified Spatial and Temporal Errors Using Edge Maps

Robust analysis of vector fields has been established as an important tool for deriving insights from the complex systems these fields model. Traditional analysis and visualization techniques rely primarily on computing streamlines through numerical integration. The inherent numerical errors of such approaches are usually ignored, leading to inconsistencies that cause unreliable visualizations and can ultimately prevent in-depth analysis. We propose a new representation for vector fields on surfaces that replaces numerical integration through triangles with maps from the triangle boundaries to themselves. This representation, called edge maps, permits a concise description of flow behaviors and is equivalent to computing all possible streamlines at a user defined error threshold. Independent of this error streamlines computed using edge maps are guaranteed to be consistent up to floating point precision, enabling the stable extraction of features such as the topological skeleton. Furthermore, our representation explicitly stores spatial and temporal errors which we use to produce more informative visualizations. This work describes the construction of edge maps, the error quantification, and a refinement procedure to adhere to a user defined error bound. Finally, we introduce new visualizations using the additional information provided by edge maps to indicate the uncertainty involved in computing streamlines and topological structures.