Estudo da estabilidade do movimento rotacional de satélites artificiais com variáveis canônicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelo cinético estocástico para a transcrição considerando colisões entre as moléculas de RNA polimerase

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Implementação de um gerador tridimensional de malhas de elementos finitos, com aplicações à simulação computacional em odontologia

Pós-graduação em Matemática - IBILCE

Palindromic and perturbed polynomials: zeros location

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

Limit cycles of cubic polynomial differential systems with rational first integrals of degree 2

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The USAID and the teaching of mathematics in Rio Grande do Norte

In the 1960s occurred great changes in the general education and, specially in the mathematical teaching, throughout Brazil. Besides the Law Diretrizes e Bases for Education (law 4024/1961), such changes also was occurred by opposite educational movements. In one side, those ones that valorized the popular education and culture and, for the other side, the international agreements between universities and government organs, like SUDENE and MEC, with United States Agency for International Development (USAID). These agreements purposed the cultural alignment. In this article we will expose some of these agreements and their interference in two courses for teachers' education. These teachers taught mathematics for the elementary school, in Rio Grande do Norte.

Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

Before dividing we have to add: inter-viewing the foregrounds of indigenous students

Students' cultural diversity is an important factor to consider in a mathematics education concerned with equity. We argue that the significance of mathematics education is not only given by the understanding of mathematical concepts but also by students' foreground, that is, the students' perception of their future possibilities in life as made apparent to the individual by his/her social-political context. For students in a cultural borderline position, different reasons and intentions for engaging in mathematics learning may be related to the construction of meaning in mathematics. Through inter-viewing Brazilian Indian students' foreground, we illuminate the different types of significance given to mathematics education in their particular situation.

Experiencing Manipulative Material for the Teaching and Learning of Mathematics

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Educação Matemática e Sociedade

The paper's aim is to justify the creation of the line of research Mathematics Education and Society in the Graduate Program of Mathematics Education (PPGEM), UNESP (Rio Claro, SP). In a brief history of the constitution of the mathematics education community, the categories culture and society were emphasized. A brief summary of sociology is presented, drawing on classical sociologists and contemporary authors. The group EMsociedade is presented, and its purpose, which is to be part of the PPGEM to establish a space for discussions between students and supervisors from the Graduate Program, elementary and middle school teachers, and others who have interest in the subject. One of the arguments defended by the group is presented: institutionalized mathematical knowledge in the Twentieth Century is a commodity. Finally, some future considerations are outlined, including the expectation that the line of research Mathematics Education and Society will be included in the PPGEM.

Estudo da contribuição do espalhamento nuclear não elástico na trajetória mais provável de prótons em alvo homogêneo composto de água

The Therapy with proton beam has shown more e ective than Radiotherapy for oncology treatment. However, to its planning use photon beam Computing Tomography that not considers the fundamentals di erences the interaction with the matter between X-rays and Protons. Nowadays, there is a great e ort to develop Tomography with proton beam. In this way it is necessary to know the most likely trajectory of proton beam to image reconstruction. In this work was realized calculus of the most likely trajectory of proton beam in homogeneous target compound with water that was considered the inelastic nuclear interaction. Other calculus was the analytical calculation of lateral de ection of proton beam. In the calculation were utilized programs that use Monte Carlo Method: SRIM 2006 (Stopping and Range of Ions in Matter ), MCNPX (Monte Carlo N-Particle eXtended) v2.50. And to analytical calculation was employed the software Wolfram Mathematica v7.0. We obtained how di erent nuclear reaction models modify the trajectory of proton beam and the comparative between analytical and Monte Carlo method

Involutions whose fixed set has three or four components: a small codimension phenomenon

Let T : M → M be a smooth involution on a closed smooth manifold and F = n j=0 F j the fixed point set of T, where F j denotes the union of those components of F having dimension j and thus n is the dimension of the component of F of largest dimension. In this paper we prove the following result, which characterizes a small codimension phenomenon: suppose that n ≥ 4 is even and F has one of the following forms: 1) F = F n ∪ F 3 ∪ F 2 ∪ {point}; 2) F = F n ∪ F 3 ∪ F 2 ; 3) F = F n ∪ F 3 ∪ {point}; or 4) F = F n ∪ F 3 . Also, suppose that the normal bundles of F n, F 3 and F 2 in M do not bound. If k denote the codimension of F n, then k ≤ 4. Further, we construct involutions showing that this bound is best possible in the cases 2) and 4), and in the cases 1) and 3) when n is of the form n = 4t, with t ≥ 1.

Sobre o uso de sistemas de computação algébrica na solução de problemas de mecânica das estruturas

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

O processo histórico de disciplinarização da Metodologia do Ensino de Matemática

Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino de Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Ao longo dessas mudanças, os pressupostos e as características dessa disciplina foram se modificando. Tomando como metodologia de pesquisa a análise documental e a história oral, e como referencial teórico os estudos de André Chervel (1990), este trabalho teve como objetivo compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de licenciatura em Matemática de instituições públicas de ensino superior do estado de São Paulo (USP, UNICAMP e UNESP-Rio Claro), buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina.

Alternative Tasks for the Teaching and the Learning of functions: analysis of an intervention in the High School

In this paper we focus on the application of two mathematical alternative tasks to the teaching and learning of functions with high school students. The tasks were elaborated according to the following methodological approach: (i) Problem Solving and/or mathematics investigation and (ii) a pedagogical proposal, which defends that mathematical knowledge is developed by means of a balance between logic and intuition. We employed a qualitative research approach (characterized as a case study) aimed at analyzing the didactic pedagogical potential of this type of methodology in high school. We found that tasks such as those presented and discussed in this paper provide a more significant learning for the students, allowing a better conceptual understanding, becoming still more powerful when one considers the social-cultural context of the students.