Teaching accounting and management through business simulation:

Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students’ perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.

Data analysis applied to the evaluation of a technological nature teaching model as a regional development tool

This paper presents the creation and development of technological schools directly linked to the business community and to higher public education. Establishing themselves as the key interface between the two sectors they make a signigicant contribution by having a greater competitive edge when faced with increasing competition in the tradional markets. The development of new business strategies supported by references of excellence, quality and competitiveness also provides a good link between the estalishment of partnerships aiming at the qualification of education boards at a medium level between the technological school and higher education with a technological foundation. We present a case study as an example depicting the success of Escola Tecnológica de Vale de Cambra.

From cheating to teaching: a path for conversion of illegal gambling machines

Video poker machines, a former symbol of fraud and gambling in Brazil, are now being converted into computer-based educational tools for Brazilian public primary schools and also for governmental and non-governmental institutions dealing with communities of poverty and social exclusion, in an attempt to reduce poverty risks (decrease money spent on gambling) and promote social inclusion (increase access and motivation to education). Thousands of illegal gambling machines are seized by federal authorities, in Brazil, every year, and usually destroyed at the end of the criminal apprehension process. This paper describes a project developed by the University of Southern Santa Catarina, Brazil, responsible for the conversion process of gambling machines, and the social inclusion opportunities derived from it. All project members worked on a volunteer basis, seeking to promote social inclusion of Brazilian young boys and girls, namely through digital inclusion. So far, the project has been able to convert over 200 gambling machines and install them in over 40 public primary schools, thus directly benefiting more than 12,000 schoolchildren. The initial motivation behind this project was technology based, however the different options arising from the conversion process of the gambling machines have also motivated a rather innovative and unique experience in allowing schoolchildren and young people with special (educational) needs to access to computer-based pedagogical applications. The availability of these converted machines also helps to place Information and Communication Technologies (ICT) in the very daily educational environment of these children and youngsters, thus serving social and cultural inclusion aspects, by establishing a dialogue with the community and their technological expectations, and also directly contributing to their digital literacy.

LSP communication in a digital age: the outcomes of teaching and learning in tertiary education

This paper discusses the changes brought by the communication revolution in teaching and learning in the scope of LSP. Its aim is to provide an insight on how teaching which was bi-dimensional, turned into a multidimensional system, gathering other complementary resources that have transformed, in a incredibly short time, the ways we receive share and store information, for instance as professionals, and keep in touch with our peers. The increasing rise of electronic publications, the incredible boom of social and professional networks, search engines, blogs, list servs, forums, e-mail blasts, Facebook pages, YouTube contents, Tweets and Apps, have twisted the way information is conveyed. Classes ceased to be predictable and have been empowered by digital platforms, innumerous and different data repositories (TILDE, IATE, LINGUEE, and so many other terminological data banks) that have definitely transformed the academic world in general and tertiary education in particular. There is a bulk of information to be digested by students, who are no longer passive but instead responsible and active for their academic outcomes. The question is whether they possess the tools to select only what is accurate and important for a certain subject or assignment, due to that overflow? Due to the reduction of the number of course years in most degrees, after the implementation of Bologna and the shrinking of the curricula contents, have students the possibility of developing critical thinking? Both teaching and learning rely on digital resources to improve the speed of the spreading of knowledge. But have those changes been effective to promote really communication? Furthermore, with the increasing Apps that have already been developed and will continue to appear for learning foreign languages, for translation among others, will the students feel the need of learning them once they have those Apps. These are some the questions we would like to discuss in our paper.

Non-venomous snake bite and snake bite without envenoming in a brazilian teaching hospital: analysis of 91 cases

A retrospective survey of 473 cases of snake bite admitted to a Brazilian teaching hospital from 1984 to 1990 revealed 91 cases of bite without envenoming and/or caused by non-venomous snakes. In 17 of these cases the snake was identified, and one patient was bitten by a snake-like reptile (Amphisbaena mertensii). In 43 cases diagnosis was made on clinical grounds (fang marks in the absence of signs of envenoming). The other 30 cases were of patients who complained of being bitten but who did not show any sign of envenoming or fang mark. Most cases occurred in men (66;73%), in the 10-19 years age group (26;29%), in the lower limbs (51/74;69%), between 6 A. M. and 2 P.M. (49;61%) and in the month of April (16; 18%). One patient bitten by Philodryas olfersii developed severe local pain, swelling and redness at the site of the bite, with normal clotting time. The patient bitten by Drymarcon corais was misdiagnosed as being bitten by a snake of the genus Bothrops, was given the specific antivenom, and developed anaphylaxis. One patient bitten by Sibynomorphus mikanii presented prolonged clotting time, and was also given antivenom as a case of Bothrops bite. Correct identification of venomous snakes by physicians is necessary to provide correct treatment to victims of snake bite, avoiding unnecessary distress to the patient, and overprescription of antivenom, which may eventually cause severe untoward effects.

A formação de professores para o ensino da Matemática no ensino básico a alunos com deficiência visual

Resumo: Este estudo surge no âmbito do Mestrado em Reabilitação na Especialidade de Deficiência Visual ministrado em conjunto pelas Faculdades de Ciências Médicas e Motricidade Humana. Na dissertação intitulada Formação de Professores para o Ensino da Matemática no Ensino Básico a Alunos com DV foi desenvolvida uma investigação, incidindo sobre a temática atrás referida. Na primeira parte apresenta-se uma revisão de literatura, onde se exploram vários conceitos relevantes como a deficiência visual, o currículo de matemática no Ensino Básico, as adaptações curriculares dos alunos com DV, as tecnologias de apoio e a Formação dos Professores, entre outros. Na segunda parte apresentam-se as fundamentações teóricas que subjazem à escolha da metodologia de investigação e instrumentação bem como a descrição dos procedimentos de investigação. Participaram neste estudo 52 professores de Matemática dos três ciclos do ensino básico, que tinham alunos cegos ou com baixa visão nas suas turmas. Os dados foram recolhidos através de um questionário aplicados aos professores. Na terceira parte apresentam-se alguns resultados desta pesquisa. Relativamente à Formação de Professores, sendo N= 52, no que diz respeito à Deficiência Visual, a maioria dos professores (58%) diz não ter conhecimento da mesma e 40% dos professores diz ter algum conhecimento sobre a deficiência visual. Destes professores, grande parte referiu não considerar suficiente a informação recebida, pelo que concluímos ser pertinente a proposta de cursos versando a formação de professores em Deficiência Visual. Conclui-se também que os professores sentem dificuldades com os materiais e equipamentos disponíveis embora refiram que tivessem tido alguma informação sobre os mesmos.----------------------------------------- ABSTRACT: This study is the subject of the Master Course on the Specialty of Visual impaired given by both the Faculties of Ciências Médicas and Motricidade Humana. In the dissertation, the title of Which is Vocational Training of Teachers for the Mathematies teaching in the Basic Compulsory education to students with Visual impaired inside of the thematic behind referred. In the first part it is presented a literature revision, where some concepts are explored like the visual impaired, the curriculum of mathematics in the Basic Compulsory Education, the curriculum adaptations to the pupils with visual impaired, the technologies of support and the vocational training of the teachers, among others. In the second part we can recognize the theoretical recitals that support the choice of the research methodology and the whole instrumens meedes as well as the description of the research procedures. 52 professors of Mathematics from the three cycles of basic compulsory education participated in this study, they had blind pupils or with low vision in their classes. The data had been collected through a questionnaire applied to the teachers. In the third part, we come to some results of this research. In what concerns the vocational training of the teachers being N= 52, the majority of them (58%) says not to have knowledge of it and 40% of them says that they have some knowledge on the visual impaired. Among, a great part mentioned not having received sufficient information, as we conclude to be pertinent the proposal of courses makina the vocational training of teachers in visual impaired a reality. One also concludes that the teachers have difficulties with the materials and available equipment even though they mention to have had some information about them.

Sharing best practices in introducing and teaching ethics principles to public administration employees : research report

O projeto, financiado pelo Programa Aprendizagem ao Longo da Vida, decorreu entre 1 de agosto de 2011 e 31 de julho de 2013 e foi coordenado pelo Instituto de Administração Pública de Praga, tendo como parceiros a Escola de Economia e Direito de Berlim, a Escola Nacional de Administração Pública da Polónia e o INA, de Portugal. A coordenação portuguesa do estudo esteve a cargo da Prof. Doutora Helena Rato e da Dra. Matilde Gago, com a colaboração do Prof. Doutor César Madureira e da Dra. Margarida Quintela, ex investigadores do INA, atualmente na DGAEP.

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.

Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.

The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student’s reaction to the project.

Changing representations and practices in school mathematics: the case of Modern Math in Portugal

The curricular movement known as Modern Mathematics aimed at the transformation of representations and practices in school mathematics. Its study provides us with ways of understanding how these changes came about. The purpose of this paper is to contribute to the understanding of the ways in which representations of school mathematics gradually were influenced by ideas from the Modern Mathematics movement, how these new ideas merged into local educational traditions, and how they were transformed into meaningful practice. This work is centred on the Portuguese context from the middle 1950s to the middle 1960s, and builds on Chervel’s notion of school culture and Gruzinski’s discussion of connected histories.

How to feel “in love” with math – a MOOC experience

In the past few years we have witnessed the fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This paper presents the “Mathematics without STRESS” MOOC Project, which is a cooperation between four schools from the Polytechnic Institute of Oporto (IPP). The concepts of MOOC and their quickly growing popularity are presented and complemented by a discussion of some MOOC definitions. The process of the project development is demonstrated by focusing on used MOOC structure, as well as the several types of course materials produced. At last, is presented a short discussion about problems and challenges met throughout the project. It is also our goal to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays.

Utilização do Kinect no apoio ao ensino/ aprendizagem dos fundamentos da Matemática

A interação humano-computador passou a desempenhar um papel fundamental no mundo atual. Esta forma de comunicar continua a evoluir, introduzindo novas formas de interação, como por exemplo, a interação natural. Este estilo de interação começou por estar presente na área de jogos. No entanto, atualmente está a ser explorada noutras áreas. Esta dissertação tem como propósito investigar a utilidade das interfaces naturais encontradas em consolas de jogos e conjugar com a área educativa, nomeadamente, o ensino e a aprendizagem dos fundamentos de Matemática. O desenvolvimento deste projeto baseou-se no estudo dos conteúdos programáticos de Matemática referentes ao 1º ciclo do ensino básico, de várias aplicações já existentes que estão relacionadas com o tema abordado e de alguns dispositivos de interação natural. De forma a avaliar a ideia proposta, foi desenvolvido um protótipo, designado Matemática Interativa, no sentido de permitir ao utilizador enriquecer a aprendizagem e também o interesse pela disciplina. São descritas, de uma forma mais aprofundada, as funcionalidades do dispositivo escolhido, o Kinect, de modo a tirar proveito das suas potencialidades e desenvolver um motor de reconhecimento de gestos e respetiva avaliação. Por fim, é feita uma discussão dos resultados de uma avaliação de usabilidade com o objetivo de validar a aplicação Matemática Interativa. Os resultados desta avaliação sugerem que a aplicação foi bem-sucedida e revelam ainda capacidades de melhoria.

How to feel “in love" with math: a MOOC experience

In the past few years we have witnessed astonishing developments on distance learning tools, in particular on Open Educational Resources (OER) such as Massive Open Online Courses (MOOC). In this paper we present the “Mathematics without STRESS”, a MOOC Project, which has been a collaborative volunteer effort that brought together professors, from four schools of the Polytechnic Institute of Oporto (IPP), in Portugal. Some concepts directly associated with MOOC and their quickly growing popularity are complemented with a discussion of some particular MOOC characterizations. The design process of this project is revealed by focusing on the MOOC structure we used, as well as on the several types of course materials that were produced. At last, we undertake a short discussion about some of the problems, achievements and challenges met throughout this project development, giving a special attention to the motivational aim of this work - hoping to contribute to a change in the way of teaching and learning Mathematics is seen and practiced nowadays.

Behind video lectures in a MOOC

The year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.