Um caso multimédia na formação inicial: contributos para o conhecimento sobre o ensino exploratório da Matemática

Este artigo tem como foco o uso de casos multimédia na formação inicial de professores e procura analisar o seu contributo para o desenvolvimento do conhecimento didático de futuras professoras acerca do ensino exploratório da Matemática, bem como apreciar as suas perspetivas sobre as mais-valias do caso multimédia utilizado como recurso formativo. Analisam-se questionários e relatórios de treze alunas do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo da Universidade de Évora, que trabalharam sobre um caso multimédia que retrata a prática de ensino de uma professora de 1º ciclo. O caso inclui recursos diversificados, sendo os vídeos de sala de aula complementados com o plano da aula, as resoluções da tarefa pelos alunos, as reflexões da professora sobre a sua prática, um quadro de referência sobre o ensino exploratório da Matemática e artigos teóricos sobre ensino de natureza exploratória da Matemática. As alunas em formação apreciaram conhecer e explorar o caso multimédia, ressaltando a possibilidade de através dele conhecerem uma nova prática real de ensino da Matemática; sublinharam a importância de ouvirem as reflexões da professora para dotar de sentido a respetiva prática, revelando as intenções das suas ações; aprenderam também conhecimentos relevantes para pôr em prática o ensino exploratório, nomeadamente relativos ao conhecimento do processo instrucional, tanto no diz respeito à planificação, como à condução da aula.

Desesenvolvimento de recursos educativos para a área de matemática em dispositivos móveis

A combinação do avanço tecnológico com o crescimento da aquisição de dispositivos móveis refletiu-­‐se na vida diária das pessoas, sendo usado nas atividades de trabalho e lazer. A transposição dessa realidade para a sala de aula, não se fez esperar, inicialmente até de uma forma marginal mas acabando por ser aceite. Confrontada com esta nova realidade as autoridades educativas começaram a apoiar e a incentivar as instituições. O desenvolvimento de tecnologias como b-­‐learning, m-­‐learning e dos sistemas de aprendizagem (Learning Management System) deram uma grande contribuição para o desenvolvimento das tecnologias móveis no ensino, no entanto ainda hoje os intervenientes da educação, especialmente professores e alunos, sentem diversas necessidades. Neste contexto procedeu-­‐se ao desenvolvimento de um recurso educativo para a disciplina de matemática. Este recurso educativo está suportado numa plataforma que permite colocar conteúdos, visualiza-­‐los, alterá-­‐los e elimina-­‐los. Numa vertente mais lúdica, foi desenvolvido um jogo didático para um dispositivo móvel, neste caso o iPhone. Desta forma o aluno aprende sem se aperceber que está a aprender e pode faze-­‐lo em qualquer lugar e em qualquer período de tempo. Explorando, assim, a interatividade e a mobilidade.

Activités d’écriture approchée et entrée dans l’écrit des jeunes enfants: analyse comparative de démarches didactiques en première primaire en france

Nous présentons le suivi d’une cohorte d’élèves, de la grande section (troisième année de maternelle en France -5 ans) à la fin du CE1 (deuxième année de primaire –7/8 ans). La population est constituée d’un groupe contrôle et d’un groupe expérimental pratiquant des séances hebdomadaires d’écriture approchée, observées et filmées à différentes périodes de l’année (octobre, mars et juin). Dans notre contribution, nous analysons les séances filmées en fin de CP (première primaire), dans une perspective essentiellement comparatiste. L’objectif est de décrire la démarche didactique mise en œuvre par les enseignantes lors de séances d’enseignement de l’écriture. L'analyse des productions d'écrit et des verbalisations des élèves nous permet également d'évaluer ces démarches d’enseignement et de caractériser celle qui semble le plus propice au développement de compétences métalinguistiques des apprentis scripteurs

Compreensão na leitura num manual de estudo do meio

A aquisição de competências ao nível da compreensão na leitura apresenta-se, cada vez mais, como o caminho para chegar ao conhecimento. O tipo de texto que se assume como o meio privilegiado de acesso ao conhecimento é o texto expositivo. Como tal, é importante que os textos a que os alunos têm acesso diariamente na sala de aula (nomeadamente, os textos dos manuais) sejam adequados ao desenvolvimento dessas competências. Neste estudo,analisaram-se os textos expositivos do manual de Estudo do Meio do 4.º ano mais adotado em Portugal no ano letivo 2010/2011. Em concreto, apurou-se a percentagem de textos expositivos existentes no manual, analisou-se a sua estrutura (Meyer, 1985), o tipo de questões que os acompanham, bem como as relações entre as perguntas e as respostas (Raphael, 1986, cit. em Giasson, 2000). O manual foi ainda analisado à luz do que é preconizado pelos documentos oficiais do Ministério da Educação.

Intérêts du travail isolé du pouce dans le jeu de la harpe: rapport de stage

Résumé I (Pratiques Pédagogiques)- Ce compte-rendu du stage réalisé pour ma deuxième année de master rapporte le résultat de l’observation des cours donnés à trois élèves de niveaux différents par le professeur de harpe de l’Ecole de Musique « Nossa Senhora do Cabo » à Linda-a-Velha, commune de Oeiras, située près de Lisbonne. Grâce à l’activité du professeur, et par le suivi de l’évolution de ses élèves tout au long de l’année scolaire 2012-2013, tant sur le plan technique que sur le plan musical, j’ai pu participer à toutes les étapes de leur apprentissage et retrouver quelques principes pédagogiques fondamentaux. Ainsi, j’ai constaté la nécessité d’une organisation didactique solide dans la définition d’objectifs, la planification du travail, le choix des méthodes d’étude, mais souple par la régulation des rythmes d’apprentissage et des techniques d’acquisition. La métacognition est aussi une notion composante essentielle de la pratique du professeur, dont un des grands objectifs est de développer chez ses élèves la capacité de se prendre en charge seul. J’ai également apprécié l’importance de l’aspect relationnel intrinsèque à toute situation d’apprentissage, ainsi que celle de la connaissance des théories de la motivation, atout important permettant d’agir au niveau psychologique sur les élèves et d’obtenir à plus ou moins long terme des changements comportementaux influents sur la qualité de ces apprentissages. J’ai enfin essayé de dégager différents types d’approches pédagogiques possibles, parmi les stratégies observées chez le professeur, ainsi que d’après quelques éléments de réflexion personnelle.

Do impresso ao on-line: o caso da revista Sábado.

Relatório de estágio apresentado à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Jornalismo.

The development of the N1 and N2 components in auditory oddball paradigms: a systematic review with narrative analysis and suggested normative values

Auditory event-related potentials (AERPs) are widely used in diverse fields of today’s neuroscience, concerning auditory processing, speech perception, language acquisition, neurodevelopment, attention and cognition in normal aging, gender, developmental, neurologic and psychiatric disorders. However, its transposition to clinical practice has remained minimal. Mainly due to scarce literature on normative data across age, wide spectrumof results, variety of auditory stimuli used and to different neuropsychological meanings of AERPs components between authors. One of the most prominent AERP components studied in last decades was N1, which reflects auditory detection and discrimination. Subsequently, N2 indicates attention allocation and phonological analysis. The simultaneous analysis of N1 and N2 elicited by feasible novelty experimental paradigms, such as auditory oddball, seems an objective method to assess central auditory processing. The aim of this systematic review was to bring forward normative values for auditory oddball N1 and N2 components across age. EBSCO, PubMed, Web of Knowledge and Google Scholarwere systematically searched for studies that elicited N1 and/or N2 by auditory oddball paradigm. A total of 2,764 papers were initially identified in the database, of which 19 resulted from hand search and additional references, between 1988 and 2013, last 25 years. A final total of 68 studiesmet the eligibility criteria with a total of 2,406 participants from control groups for N1 (age range 6.6–85 years; mean 34.42) and 1,507 for N2 (age range 9–85 years; mean 36.13). Polynomial regression analysis revealed thatN1latency decreases with aging at Fz and Cz,N1 amplitude at Cz decreases from childhood to adolescence and stabilizes after 30–40 years and at Fz the decrement finishes by 60 years and highly increases after this age. Regarding N2, latency did not covary with age but amplitude showed a significant decrement for both Cz and Fz. Results suggested reliable normative values for Cz and Fz electrode locations; however, changes in brain development and components topography over age should be considered in clinical practice.

Diretiva 2013/34/UE: principais implicações na contabilidade e auditoria

Dissertação de Mestrado apresentada ao Instituto de Contabilidade e Administração do Porto para a obtenção do grau de Mestre em Auditoria, sob orientação do Doutor Eduardo Sá e Silva, Professor Adjunto do Instituto Superior de Contabilidade e Administração do Porto

Chagas' disease in the Brazilian Amazon: I - a short review

At least eighteen species of triatominae have been found in the Brazilian Amazon, nine of them naturally infected with Trypanosoma cruzi or "cruzi-like" trypanosomes and associated with numerous wild reservoirs. Despite the small number of human cases of Chagas' disease described to date in the Brazilian Amazon the risk that the disease will become endemic in this area is increasing for the following reasons: a) uncontrolled deforestation and colonization altering the ecological balance between reservoir hosts and wild vectors; b) the adaptation of reservoir hosts of T.cruzi and wild vectors to peripheral and intradomiciliary areas, as the sole feeding alternative; c) migration of infected human population from endemic areas, accompanied by domestic reservoir hosts (dogs and cats) or accidentally carrying in their baggage vectors already adapted to the domestic habitat. In short, risks that Chagas' disease will become endemic to the Amazon appear to be linked to the transposition of the wild cycle to the domestic cycle in that area or to transfer of the domestic cycle from endemic areas to the Amazon.

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.

Paralisia Facial: Técnicas de Reconstrução Neuro-Muscular

Several surgical procedures have been proposed through the years for the treatment of facial paralysis. The multiplicity and diversity of techniques portray the complexity and challenge represented by this pathology. Two basic dynamic options are available: -Reconstruction of nerve continuity through direct micro suture, with interposition grafts or nerve transpositions. -Regional muscular transposition, most often using the temporalis. Facial reanimation with the temporalis transfer has withstood the test of time and still is a reference technique. In a few weeks, good results can be obtained with a single and rather simple surgical procedure. Functional free flaps have been used with increasing frequency in the last two decades, most often combining a cross-facial nerve graft followed by a gracilis free flap nine months later. With this method there is a potential for restoration of spontaneous facial mimetic function. Apparently there is a limit in microsurgical technique and expertise beyond which there is no clear improvement in nerve regeneration. Current research is now actively studying and identifying nerve growth factors and pharmacological agents that might have an important and complementary role in the near future.

A Transposição Valvular nos Doentes com Úlceras dos Membros Inferiores Consequentes a Síndromes Pós-Trombóticos

Venous ulcers in patients with post thrombotic syndromes are complex situations with multiple therapeutic options. They are responsible for high morbidity rates, conservative treatment is very slow and recurrences are very common. Deep venous reconstructive surgery is an alternative, but it should be based on the morphologic and functional aspects of the venous system and only adopted after a very careful study, including venography. The authors describe a morphological "pattern", found in some of these patients and related to the competence of the saphenous femoral junction, rendering possible to perform a valvular transposition. Seven patients with post thrombotic ulcers who have been treated during the last 6 years in which the pattern already described was detect, underwent a transposition of the superficial femoral vein, to the great saphenous vein and when necessary complemented with skyn grafts. Before the operation all patients had ulcers with more than 3 cm in size (3.2-5.4 cm) and with more than 4 months duration (4-16 months). All ulcers healed in the postoperative period (mean time 28 days). All patients have been reevaluated in 2003 and it was diagnosed the thrombosis of two procedures, one of them with the recurrence of the ulcer who healed with conservative treatment. The authors consider this method as a very easy technique to perform, although rarely used, and a valid alternative in a highly selected group of patients.

Cirurgias de Derivação do Ventrículo Pulmonar

Cavopulmonary connections have been extensively used in the palliation of complex forms of congenital heart disease requiring some form of right heart bypass. We examine the mid term outcomes of pulmonary ventricle bypass operations in a single institution and performed by the same surgical team. POPULATION: Between March 1999 and April 2006, 62 patients underwent pulmonary ventricle bypass operations: bidirectional cavopulmonary anastomosis (Glenn procedure), total cavopulmonary connections (Fontan procedure) and one and a half ventricle correction in two cases. Age at operation averaged three years (range: 0.42-25 years) for the Glenn procedure and seven years (range: 3-14 years) for the Fontan procedure. There were 36 male patients (58%) and 26 female patients (42%). The most common indication for surgery was the single ventricle defect, present in 66% of patients. Associated lesions included: transposition of the great arteries in 16 patients (35.6%), bilateral superior vena cava in four patients (8.9%), situs ambigus in five patients (11%), situs inversus in another patient (2.2%), Ebstein disease in one patient (2.2) and coronary fistula in another patient (2.2%). Sub-aortic stenosis was present in one patient (2.2%). Palliative surgery was performed in all, but three patients (5%), before the Fontan procedure. RESULTS: Thirty two patients underwent bidirectional cavopulmonary anastomosis and thirty patients underwent cavopulmonary connections, total or 2nd stage. Mean cardiopulmonary bypass times were 50.6+/-21.9 minutes for the Glenn procedure and 88.5+/-26.3 minutes for the Fontan procedure. There was no intra-operative mortality, but two patients (3.2% (died in the first month after surgery; one due to failure of the Glenn circuit and sepsis and the other due to a low cardiac output syndrome and multi-organ dysfunction. Mean ventilation time was 5.2+/-1.7 hours for the Glenn operation and 6.2+/-3.2 hours for the Fontan operation. The mean length of stay in ICU was 3.4+/-2.8 days for patients undergoing the Glenn operation and 4.6+/-3.1 days for patients undergoing the Fontan operation and the mean length of hospital stay was 10.6+/-5.8 days for the Glenn operation and 19.1+/-12.6 days for the Fontan operation respectively. The mean follow up time was 4+/-2.1 years (minimum 0 years and maximum seven years), most patients being in NYHA class I. Epicardiac pacemakers were implanted in three patients due to arrhythmias. Two re-operations (6.7%) were needed, both in the same patient, after the Fontan procedure, this patient eventually died a few years after surgery. CONCLUSIONS: The immediate and mid term outcomes of pulmonary ventricle bypass operations can have excellent results. From our point of view there has been an improvement, namely in the use of the extracardiac conduit technique in the 2nd stage of the Fontan operation.

Results of Surgery for Ebstein Anomaly: a Multicenter Study from the European Congenital Heart Surgeons Association

OBJECTIVE: Since most centers' experience with Ebstein anomaly is limited, we sought to analyze the collective experience of participating institutions of the European Congenital Heart Surgeons Association with surgery for this rare malformation. METHODS: The records of all 150 patients (median age 6.4 years) who underwent surgery for Ebstein anomaly in the 13 participating Association centers between January 1992 and January 2005 were reviewed retrospectively. Patients with congenitally corrected transposition were excluded. RESULTS: Most patients (81%) had Ebstein disease type B or C and significant functional impairment (61% in New York Heart Association class III or IV) and 16% had prior operations. Surgical procedures (n = 179) included valve replacement (n = 60, 33.5%), valve repair (n = 49, 27.3%), 1(1/2) ventricle repair (n = 46, 25.6%), palliative shunt (n = 13, 7.26%), and other complex procedures (n = 11, 6.14%). There were 20 hospital deaths (operative mortality 13.3%) after valve replacement in 5 patients, valve repair in 3, 1(1/2) ventricle repair in 7, palliative procedures in 3, and miscellaneous procedures in 2. Younger age and palliative procedures were univariate risk factors for operative death, but only age was an independent predictor on multivariable analysis. CONCLUSIONS: Most patients coming to surgery presented in childhood and were significantly symptomatic. More than half underwent valve replacement or repair, but a considerable proportion had severe disease necessitating 1(1/2) ventricle repair or palliative procedures. Operative mortality did not differ significantly among repair, replacement, and 1(1/2) ventricle repair but was associated with palliative procedures for severe disease early in life, young age being the only independent predictor of operative death.