The influence of initial teacher training in future teachers' perceptions about mathematics teaching and learning

ICEMST 2014 INTERNATIONAL CONFERENCE ON EDUCATION IN MATHEMATICS, SCIENCE & TECHNOLOGY PROCEEDING BOOK (pp.865-869). Disponível em http://www.2014.icemst.com/

Using GeoGebra to study complex functions

The aim of this workshop to present some of the strategies studied to use GeoGebra in the analysis of complex functions. The proposed tasks focus on complex analysis topics target for students of the 1st year of higher education, which can be easily adapted to pre-university students. In the first part of this workshop we will illustrate how to use the two graphical windows of GeoGebra to represent complex functions of complex variable. The second part will present the use of the dynamic color Geogebra in order to obtain Coloring domains that correspond to the graphic representation of complex functions. Finally, we will use the threedimensional graphics window in GeoGebra to study the component functions of a complex function. During the workshop will be provided scripts orientation of the different tasks proposed to be held on computers with Geogebra version 5.0 or high.

EXAMINING SECONDARY MATHEMATICS TEACHER CANDIDATES’ LEARNING AND ENACTMENT OF MATHEMATICS TEACHING PRACTICES: A MULTIPLE CASE STUDY

This qualitative case study explored three teacher candidates’ learning and enactment of discourse-focused mathematics teaching practices. Using audio and video recordings of their teaching practice this study aimed to identify the shifts in the way in which the teacher candidates enacted the following discourse practices: elicited and used evidence of student thinking, posed purposeful questions, and facilitated meaningful mathematical discourse. The teacher candidates’ written reflections from their practice-based coursework as well as interviews were examined to see how two mathematics methods courses influenced their learning and enactment of the three discourse focused mathematics teaching practices. These data sources were also used to identify tensions the teacher candidates encountered. All three candidates in the study were able to successfully enact and reflect on these discourse-focused mathematics teaching practices at various time points in their preparation programs. Consistency of use and areas of improvement differed, however, depending on various tensions experienced by each candidate. Access to quality curriculum materials as well as time to formulate and enact thoughtful lesson plans that supported classroom discourse were tensions for these teacher candidates. This study shows that teacher candidates are capable of enacting discourse-focused teaching practices early in their field placements and with the support of practice-based coursework they can analyze and reflect on their practice for improvement. This study also reveals the importance of assisting teacher candidates in accessing rich mathematical tasks and collaborating during lesson planning. More research needs to be explored to identify how specific aspects of the learning cycle impact individual teachers and how this can be used to improve practice-based teacher education courses.

Knowledge and writing in school mathematics : a communicational approach

This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assessment and measurement in education it is necessary for teachers to know more about the relationship between communication and achievement. To add to this knowledge, the thesis has adopted a broad approach, and the thesis consists of four studies. The aim of these studies is to reach a deep understanding of writing in school mathematics. Such an understanding is dependent on examining different aspects of writing. The four studies together examine how the concept of communication is described in authoritative texts, how students’ writing is viewed by teachers and how students make use of different communicational resources in their writing. The results of the four studies indicate that students’ writing is more complex than is acknowledged by teachers and authoritative texts in mathematics education. Results point to a sophistication in students’ approach to the merging of the two functions of writing, writing for oneself and writing for others. Results also suggest that students attend, to various extents, to questions regarding how, what and for whom they are writing in school mathematics. The relationship between writing and achievement is dependent on students’ ability to have their writing reflect their knowledge and on teachers’ thorough knowledge of the different features of writing and their awareness of its complexity. From a communicational perspective the ability to communicate [in writing] in mathematics can and should be distinguished from other mathematical abilities. By acknowledging that mathematical communication integrates mathematical language and natural language, teachers have an opportunity to turn writing in mathematics into an object of learning. This offers teachers the potential to add to their assessment literacy and offers students the potential to develop their communicational ability in order to write in a way that better reflects their mathematical knowledge.

Contributions of Neuroscience to Develop Teaching Strategies and Learning of Mathematics

The goal of the present work is to develop some strategies based on research in neurosciences that contribute to the teaching and learning of mathematics. The interrelationship of education with the brain, as well as the relationship of cerebral structures with mathematical thinking was discussed. Strategies were developed taking into consideration levels that include cognitive, semiotic, language, affect and the overcoming of phobias to the subject. The fundamental conclusion was the imperative educational requirement in the near future of a new teacher, whose pedagogic formation must include the knowledge on the cerebral function, its structures and its implications to education, as well as a change in pedagogy and curricular structure in the teaching of mathematics.

Perceptions of online tutorials for distance learning in mathematics and computing

We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and computing. The study is based on two surveys of students and tutors conducted 5 years apart, and focusses on the educational experience as well as societal and accessibility dimensions. Key conclusions are that both staff and students value online sessions, to supplement face-to-face sessions, mainly for their convenience, but interaction within the sessions is limited. Students find the recording of sessions particularly helpful in their studies.

Effects of Variations in Nonlinear Damping Coefficients on the Parametric Vibration of a Cantilever Beam with a Lumped Mass

Uncertainties in damping estimates can significantly affect the dynamic response of a given flexible structure. A common practice in linear structural dynamics is to consider a linear viscous damping model as the major energy dissipation mechanism. However, it is well known that different forms of energy dissipation can affect the structure's dynamic response. The major goal of this paper is to address the effects of the turbulent frictional damping force, also known as drag force on the dynamic behavior of a typical flexible structure composed of a slender cantilever beam carrying a lumped-mass on the tip. First, the system's analytical equation is obtained and solved by employing a perturbation technique. The solution process considers variations of the drag force coefficient and its effects on the system's response. Then, experimental results are presented to demonstrate the effects of the nonlinear quadratic damping due to the turbulent frictional force on the system's dynamic response. In particular, the effects of the quadratic damping on the frequency-response and amplitude-response curves are investigated. Numerically simulated as well as experimental results indicate that variations on the drag force coefficient significantly alter the dynamics of the structure under investigation. Copyright (c) 2008 D. G. Silva and P. S. Varoto.

Bayesian online algorithms for learning in discrete Hidden Markov Models

We propose and analyze two different Bayesian online algorithms for learning in discrete Hidden Markov Models and compare their performance with the already known Baldi-Chauvin Algorithm. Using the Kullback-Leibler divergence as a measure of generalization we draw learning curves in simplified situations for these algorithms and compare their performances.

LIPSCHITZ CLASSIFICATION OF FUNCTIONS ON A HOLDER TRIANGLE

The problem of semialgebraic Lipschitz classification of quasihomogeneous polynomials on a Holder triangle is studied. For this problem, the ""moduli"" are described completely in certain combinatorial terms.

Analyzing static three-dimensional elastic domains with a new infinite boundary element formulation

A new two-dimensionally mapped infinite boundary element (IBE) is presented. The formulation is based on a triangular boundary element (BE) with linear shape functions instead of the quadrilateral IBEs usually found in the literature. The infinite solids analyzed are assumed to be three-dimensional, linear-elastic and isotropic, and Kelvin fundamental solutions are employed. One advantage of the proposed formulation over quadratic or higher order elements is that no additional degrees of freedom are added to the original BE mesh by the presence of the IBEs. Thus, the IBEs allow the mesh to be reduced without compromising the accuracy of the result. Two examples are presented, in which the numerical results show good agreement with authors using quadrilateral IBEs and analytical solutions. (C) 2010 Elsevier Ltd. All rights reserved.

Accelerating autonomous learning by using heuristic selection of actions

This paper investigates how to make improved action selection for online policy learning in robotic scenarios using reinforcement learning (RL) algorithms. Since finding control policies using any RL algorithm can be very time consuming, we propose to combine RL algorithms with heuristic functions for selecting promising actions during the learning process. With this aim, we investigate the use of heuristics for increasing the rate of convergence of RL algorithms and contribute with a new learning algorithm, Heuristically Accelerated Q-learning (HAQL), which incorporates heuristics for action selection to the Q-Learning algorithm. Experimental results on robot navigation show that the use of even very simple heuristic functions results in significant performance enhancement of the learning rate.

Parametric correlation functions to model the structure of permanent environmental (co)variances in milk yield random regression models

The objective of the present study was to estimate milk yield genetic parameters applying random regression models and parametric correlation functions combined with a variance function to model animal permanent environmental effects. A total of 152,145 test-day milk yields from 7,317 first lactations of Holstein cows belonging to herds located in the southeastern region of Brazil were analyzed. Test-day milk yields were divided into 44 weekly classes of days in milk. Contemporary groups were defined by herd-test-day comprising a total of 2,539 classes. The model included direct additive genetic, permanent environmental, and residual random effects. The following fixed effects were considered: contemporary group, age of cow at calving (linear and quadratic regressions), and the population average lactation curve modeled by fourth-order orthogonal Legendre polynomial. Additive genetic effects were modeled by random regression on orthogonal Legendre polynomials of days in milk, whereas permanent environmental effects were estimated using a stationary or nonstationary parametric correlation function combined with a variance function of different orders. The structure of residual variances was modeled using a step function containing 6 variance classes. The genetic parameter estimates obtained with the model using a stationary correlation function associated with a variance function to model permanent environmental effects were similar to those obtained with models employing orthogonal Legendre polynomials for the same effect. A model using a sixth-order polynomial for additive effects and a stationary parametric correlation function associated with a seventh-order variance function to model permanent environmental effects would be sufficient for data fitting.

Corporate Education and the Role of the Chief Learning Officer

This paper aims to present an overview on characteristics, roles and responsibilities of those who arc in charge. of the Corporate Educational Systems in several organizations from distinct industries in Brazil, based on a research carried out by the authors. The analysis compares what is available in the literature on this subject so that it may provide insights on how Brazilian companies have dealt with the difficult task of developing competences in their employees. Special attention is given to the Chief Learning Officer`s role (or the lack of it) - someone who was supposed to be in charge of the employees` development processes in a given organization. The results show that this role has not been a clear or unanimous concept yet, neither in terms of the functions to be performed nor the so-called strategic importance given to this sort of executive. This research is both exploratory and descriptive, and due to the use of intentional sample, the inferences are limited. Despite these limitations, its comments may enrich the discussion on this subject.

On S-asymptotically omega-periodic functions on Banach spaces and applications

This paper is devoted to the study of the class of continuous and bounded functions f : [0, infinity] -> X for which exists omega > 0 such that lim(t ->infinity) (f (t + omega) - f (t)) = 0 (in the sequel called S-asymptotically omega-periodic functions). We discuss qualitative properties and establish some relationships between this type of functions and the class of asymptotically omega-periodic functions. We also study the existence of S-asymptotically omega-periodic mild solutions of the first-order abstract Cauchy problem in Banach spaces. (C) 2008 Elsevier Inc. All rights reserved.

A note on S-asymptotically periodic functions

In [Haiyin Gao, Ke Wang, Fengying Wei, Xiaohua Ding, Massera-type theorem and asymptotically periodic Logistic equations, Nonlinear Analysis: Real World Applications 7 (2006) 1268-1283, Lemma 2.1] it is established that a scalar S-asymptotically to-periodic function (that is, a continuous and bounded function f : [0, infinity) -> R such that lim(t ->infinity)(f (t + omega) - f (t)) = 0) is asymptotically omega-periodic. In this note we give two examples to show that this assertion is false. (C) 2008 Elsevier Ltd. Ail rights reserved.