Enhancing SPH using moving least-squares and radial basis functions

In this paper we consider two sources of enhancement for the meshfree Lagrangian particle method smoothed particle hydrodynamics (SPH) by improving the accuracy of the particle approximation. Namely, we will consider shape functions constructed using: moving least-squares approximation (MLS); radial basis functions (RBF). Using MLS approximation is appealing because polynomial consistency of the particle approximation can be enforced. RBFs further appeal as they allow one to dispense with the smoothing-length - the parameter in the SPH method which governs the number of particles within the support of the shape function. Currently, only ad hoc methods for choosing the smoothing-length exist. We ensure that any enhancement retains the conservative and meshfree nature of SPH. In doing so, we derive a new set of variationally-consistent hydrodynamic equations. Finally, we demonstrate the performance of the new equations on the Sod shock tube problem.

A construção da profissionalização em educação pré-escolar e ensino do 1º ciclo do ensino básico

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau Mestre em Educação Pré-Escolar e Ensino 1º ciclo do Ensino Básico.

A docência enquanto paixão:construção da profissionalidade no 1º e 2º ciclo do ensino básico

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau de Mestre em Ensino de 1º e 2º ciclo do Ensino Básico

The Self as a Moral Basis: Do Our Own Patterns of Behavior Affect our Moral Attributions?

To determine which actions are morally acceptable, psychologists typically focus on decision making within existing moral paradigms. However, this fails to comment upon individual and social processes, such as attribution, that determine morality. To address these processes, this study had participants respond to morally-charged scenarios by rating the immorality of an actor who did not tip a waiter (n = 125), was partial to infidelity (n = 128), and texted while driving (n = 128). Participants also completed an empathy measure, and provided their own frequency of engaging in certain behaviors, including those featured in the scenarios. Immorality ratings were compared to the participants’ own frequency of the scenario action (hypothesized to lower ratings), as well as empathy and outcome severity (both hypothesized to increase ratings). Findings were assessed in three regressions, one per scenario. Behavioral similarity predicted immorality ratings in each (p ≤ .03), empathy predicted ratings only for not tipping a waiter (p = .04), while outcome severity was un-predictive in each scenario. Theoretical implications, directions for future research, and limitations of the study are discussed.

Iron(III) Complexes on a Dendrimeric Basis and Various Amine Core Investigated by Mössbauer Spectroscopy

Dendrimers of various generations were synthesized by the divergent method. Starting from various amine cores (G(0a), G(0b), G(0c)) the generations were built by reaction of the amine with acrylnitrile followed by hydrogenation with DIBAL-H. Treatment with salicylaldehyde creates a fivefold coordination sphere for iron in the molecular periphery. The resulting multinuclear coordination compounds are investigated by Mossbauer spectroscopy.

A study of the electrical basis for the inhibition and excitation in autonomically innervated smooth muscle

The aim of this thesis was to investigate the electrical and mechanical responses to inhibitory non-adrenergic noncholinergic (NANC) nerve stimulation in the bovine retractor penis muscle (BRP) and compare them with those to an inhibitory extract made from this muscle. The extract may contain the NANC inhibitory transmitter of the BRP and possibly of other smooth muscles. Because of species differences in the electrical response to NANC nerves in the rat and rabbit anococcygeus the effects of the extract on these tissues was also investigated. Prior to the investigation of the extract, both the excitatory and inhibitory responses to field stimulation in the BRP, and the effects of passive membrane potential displacement were studied using conventional intra- or extracellular (sucrose gap) recording techniques. The majority of cells in the BRP were electrically quiescent independent of the resting tone. The most frequent (in approximately 25% of preparations) form of spontaneous activity, oscillations in membrane potential and tone, may represent a pacemaker activity. The BRP had cable properties; the time constant and space constant indicated a high membrane resistance. In the absence of tone, field stimulation of the BRP evoked excitatory junction potentials (ejps) in every cell impaled and contractions, graded with the strength, frequency and number of pulses; spikes were not observed. Guanethidine (1-3 x 10-5M) abolished the ejps and contractions, confirming their adrenergic origin. Noradrenaline added exogenously depolarised and contracted the muscle. These effects were blocked by the a-adrenoceptor antagonists, phentolamine and prazosin. However, phentolamine (2.5x 10-6M) inhibited the contraction without reducing the ejp significantly. These effects may be independent of adrenoceptor blockade or the ejp may be mediated by a substance other than noradrenaline (e.g. ATP) released from adrenergic nerves. Prazosin (1.4 x lO-6M) failed to block either the ejp or contraction, indicating the possible existence of two types of adrenoceptor in the BRP; one activated by neuronally-released and the other by exogenously-added noradrenaline. ATP, a contaminant in the extract, also depolarised and contracted the BRP. Physostigmine reduced whilst atropine enhanced the ejps and contractions without similarly affecting the response to exogenous noradrenaline. This confirmed the presence of a cholinergic inhibitory innervation acting on the excitatory adrenergic fibres (Klinge and Sjostrand, 1977). TEA (1 x lO-4M) enhanced the ejp and contraction. Higher concentrations (0.5 to 10 x 10-3M) depolarised, increased the tone and evoked electrical and mechanical oscillations but no spikes. The depolarisation and contraction to exogenous noradrenaline were not enhanced, indicating that TEA acts on the adrenergic nerves. Some post-synaptic effect to block K+ channels also seems likely. The relationship between ejp amplitude and membrane potential in the double sucrose gap was linear and indicated a reversal potential more positive than -30mV. Electrotonic pulse amplitude decreased during the ejp, indicating an increased membrane conductance. Ejps and contractions were reduced following the replacement of the NaCl of the Krebs solution with sodium glutamate. This may be due to the effects of glutamate itself (e.g. Ca2+ chelation) rather than reduction in the membrane Cl- gradient. Tone usually developed spontaneously and was accompanied by membrane depolarisation (from -53 to -45mV) which may open voltage-dependent channels, causing Ca2+ entry and/or its release from intracellular binding sites. Field stimulation produced inhibitory potentials (ijps) and relaxations graded with the strength and number of pulses but showing little frequency dependence. Rebound depolarisation and contraction often followed the ijp and relaxation. Tetrodotoxin (3 x IO-6M), but not adrenergic or cholinergic antagonists, abolished the ijp and relaxation, confirming their non-adrenergic non-cholinergic neurogenic nature. The extract, prepared and acid-activated as described by Gillespie, Hunter and Martin (1981), hyperpolarised and relaxed the BRP, as did sodium nitroprusside and adenosine triphosphate (ATP). Unlike the activated extract or sodium nitroprusside, desensitisation to ATP occurred rapidly and without any change in the inhibitory electrical or mechanical responses to field stimulation. The ijp and relaxation in the BRP were insensitive to apamin but abolished by oxyhaemoglobin (4-8 x 10-6M), as were the responses to extract and sodium nitroprusside. In TEA (10-2M), field stimulation evoked relaxations with no accompanying electrical change. The ijp may be unconnected with or additional to another mechanism producing relaxation. The relationship between membrane potential and ijp in the BRP was non-linear. Ijp amplitude was initially increased during membrane potential displacement from -45mV to approximately -60mV. Thereafter (-60 to -l03mV) the ijp was reduced. Ijps were abolished at -27 and -103mV; reversal was not observed. The hyperpolarisation to extract was also enhanced during passive displacement of the membrane potential to more negative values (-57mV). Membrane resistance increased during the ijp. The extract produced inconsistent changes in membrane resistance, possibly because of the presence of more than one active component. K+ withdrawal failed to enhance the ijp or hyperpolarisation to extract and 20mM K+ did not abolish the the ijp at membrane potentials exceeding EK (-49mV). Thus, the ijp or hyperpolarisation to extract are unlikely to be mediated by an increased K+ conductance. Reducing the Cl- abolished the hyperpolarisation to field stimulation and extract. This occurred more quickly than the anticipated reduction in the Cl- gradient and may be due to Ca2+ chelation by the anion substitute (glutamate or benzenesulphonate) or blockade of the resting conductance which is normally inactivated by the transmitter. Ouabain (1-5x 10-5M), which reduces both the Na+ and Cl- gradients, abolished the ijp, implicating either of these ions as the ionic species involved. In the rat and rabbit anococcygeus, field stimulation and extract each reduced guanethidine-induced tone. This was unaccompanied in the majority of cells in the rat by any significant electrical response. In the remaining cells, inhibition of the membrane potential oscillations occurred. The rabbit anococcygeus differed in that inhibition of the electrical oscillations was observed in every cell exhibiting this behaviour. However, the majority of cells in the rabbit were electrically quiescent and showed only small hyperpolarisations to field stimulation and no electrical response to extract. Apamin (1 x 10-7M) failed to block the electrical and mechanical response to field stimulation in the rabbit but did inhibit transiently that to extract. The latter effect may be due to the initial excitatory effects of apamin. The similarities between the electrical effects of the extract and those of inhibitory nerve stimulation in the BRP, rat and rabbit anococcygeus muscles are generally consistent with their being mediated by the same active component. Moreover, the ijp in the BRP shows properties which have not been reported in other non-adrenergic noncholinergically innervated smooth muscles.

Megabalanus azoricus (Pilsbry, 1916) : building a scientific basis for its management

Tese de Doutoramento, Biologia (Ciências do Mar), 5 de Julho de 2013, Universidade dos Açores.

First insight into personality traits in Northern pike (Esox lucius) larvae: a basis for behavioural studies of early life stages

Personality traits have been studied for some decades in fish species. Yet, most often, studies focused on juveniles or adults. Thus, very few studies tried to demonstrate that traits could also be found in fish larvae. In this study, we aimed at identifying personality traits in Northern pike (Exos lucius) larvae. Twenty first-feeding larvae aged 21 days post hatch (16.1 +/− 0.4 mm in total length, mean +/− SD) were used to establish personality traits with two tests: a maze and a novel object. These tests are generally used for evaluating the activity and exploration of specimens as well as their activity and boldness, respectively. The same Northern pike twenty larvae were challenged in the two tests. Their performances were measured by their activity, their exploratory behaviour and the time spent in the different arms of the maze or near the novel object. Then, we used principal component analysis (PCA) and a hierarchical ascendant classification (HAC) for analysis of each data set separately. Finally, we used PCA reduction for the maze test data to analyse the relationship between a synthetic behavioural index (PCA1) and morphometric variables. Within each test, larvae could be divided in two sub groups, which exhibited different behavioural traits, qualified as bold (n = 7 for the maze test and n = 13 for the novel object test) or shy (n = 9 for the maze test and n = 11 for the novel object test). Nevertheless, in both tests, there was a continuum of boldness/shyness. Besides, some larvae were classified differently between the two tests but 40 % of the larvae showed cross context consistency and could be qualified as bold and/or proactive individuals. This study showed that it is possible to identify personality traits of very young fish larvae of a freshwater fish species.

Impacte do programa de formação em ensino experimental das ciências nas conceções e práticas de professores do 1º ciclo do ensino básico

Numa época em que nos regemos, cada vez mais, pela Ciência e Tecnologia é fundamental que os cidadãos estejam devidamente informados, exercendo uma cidadania plena, tomando decisões fundamentadas e intervindo na sociedade. Para viabilizar estes intentos, é importante que a educação científica se inicie nas escolas o mais cedo possível, para a edificação de futuros cidadãos cientificamente literatos. Apesar das dificuldades manifestadas pelos professores na implementação do ensino das Ciências nas escolas do 1.º Ciclo do Ensino Básico (1.º CEB), são várias as potencialidades que têm vindo a ser atribuídas a este campo curricular. Com este estudo pretendeu-se descrever e interpretar as conceções de ensino e aprendizagem de professores do 1.º CEB, no contexto do Programa de Formação em Ensino Experimental das Ciências (PFEEC), bem como averiguar como implementam as atividades práticas de índole experimental e investigativo em sala de aula, e quais as dificuldades sentidas durante a sua realização. Para atingir estas finalidades, utilizou-se uma abordagem metodológica de orientação interpretativa, de base naturalista, recorrendo-se ao método de estudo de casos múltiplos, fazendo-se uso de distintos instrumentos de recolha de dados: observação naturalista, entrevistas, notas de campo e documentos escritos. Participaram neste estudo três professoras do 1.º CEB, pertencentes a duas escolas do concelho de Faro. Os resultados evidenciaram que a maioria das conceções das professoras relativamente às categorias edificadas foram modificadas após a frequência do PFEEC. Contudo, outras aparentam estar fortemente enraizadas. Estas mudanças que ocorreram parecem estar relacionadas com a modificação das ações, atitudes e sentimentos das professoras que se coadunaram com a metodologia de trabalho defendida pelo PFEEC, culminando na modificação das suas práticas letivas. Durante a planificação e implementação das atividades as professoras manifestaram algumas dificuldades e constrangimentos. Todavia, no decorrer do PFEEC, estes obstáculos foram sendo minimizados; IMPACT OF A TRAINING PROGRAMME ON THE CONCEPTIONS AND PRACTICES OF PRIMARY SCHOOL TEACHERS ABSTRACT: In an era in which we are governed, more and more, by Science and Technology, it is fundamental that citizens are properly informed; exercising full citizenship; making fundamental decisions and intervening in society. To enable these intentions, it is important that scientific education takes place in schools as soon as possible, so as to edify future scientifically literate citizens. Despite the teachers' difficulties in implementing Science teaching in Primary Schools, there are many potentialities that have come to be attributed to this curricular field. This study is intended to describe and interpret science learning and teaching conceptions of the Primary School teachers, in the context of the Training Programme in Experimental Science Teaching (PFEEC), as well as determine how they implement the experimental science and inquiry based learning activities in the classroom, and take into account what experienced difficulties occur during their execution. To reach these goals, a methodological approach of interpretive orientation, on a naturalistic basis, using a method of multiple case study, by means of distinct data collection tools was used: naturalistic observation, interviews, field research notes and written documents. Three Primary School teachers of the municipality of Faro took part in this study. The results showed that the majority of the teachers' conceptions in relation to the edified categories were modified after the attendance of the PFEEC. However, others seem to be deeply rooted. These changes that occurred seem to be related to the modification of actions, attitudes and feelings of the teachers who complied with the work methodology defended by the PFEEC, culminating in the modification of their session practices. During the planning and implementation of the activities, the teachers showed some difficulties and constraints. Nevertheless, during the PFEEC, these obstacles were minimized.

(SP,SP)-(–)-(E)-1,2-Bis(methyl­phenyl­phosphino­yl)ethene

The title compound, C(16)H(18)O(2)P(2), possesses two stereogenic P atoms and shows a distorted s-cis conformation of each O=P-C=C moiety. This has been suggested on the basis of the stereochemical result of 1,3-dipolar cyclo-additions with nitro-nes and is now confirmed by the present crystal structure analysis. There are two crystallographically independent molecules in the asymmetric unit.

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: a aprendizagem da leitura e da escrita na primeira infância (dos 3 aos 10 anos)

O presente relatório surgiu da nossa investigação e da nossa praxis tanto no contexto da Prática de Ensino Supervisionada em Educação Pré-Escolar, como em Ensino do 1º Ciclo do Ensino Básico, em instituições da cidade de Évora. O principal objetivo foi compreender a finalidade e funcionalidade atribuída pelas crianças à aprendizagem da leitura e da escrita. Neste sentido, foi construído um referencial teórico que sustentou todo o processo de investigação. Desta forma, considero fundamental, contextualizar de forma breve, os ambientes educativos e a conceção da ação educativa que regeu a minha prática. O presente relatório foi construído com base na investigação-ação, levando assim, à utilização de algumas técnicas e instrumentos de recolha de dados, de forma a atingir os objetivos propostos. Ao longo da investigação procurei promover o desenvolvimento da leitura e da escrita, por parte das crianças, no contexto educativo, bem como, promover uma exploração da língua portuguesa articulada com os diversos domínios curriculares. Os resultados que surgiram deste trabalho veem evidenciar que as crianças já apresentam diversos conhecimentos acerca do que é a leitura e a escrita, bem como a sua funcionalidade. Por outro lado, é notória a separação entre a educação pré-escolar e o 1º Ciclo do Ensino Básico, no sentido em que, no primeiro contexto, as crianças apresentam um papel central na aprendizagem, pois tudo é realizado com base nos seus interesses e necessidades, ao passo que, no segundo contexto, as atividades são planeadas para as crianças, mas elas não são participantes nesses processos. Assim, este relatório encontra-se organizado em quatro capítulos. O primeiro capítulo refere-se à fundamentação teórica que sustenta a investigação do tema. O segundo capítulo encontra-se relacionado com a conceção da ação educativa, na qual são apresentados os contextos onde desenvolvi a minha prática. No terceiro capítulo encontra-se a metodologia aplicada ao longo da PES, tendo por base a questão do educador/professor-investigador, bem como a análise, interpretação dos dados obtidos através da entrevista individual semiestruturada e respetivas conclusões. Por fim, no quarto capítulo tecerei implicações e investigações futuras acerca do estudo realizado; Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Basic Education: Learning reading and writing in early childhood (from 3 to 10 years old) Abstract: This report emerged from our research and our praxis both in the context of Supervised Teaching Practice in Pre-School Education, as in teaching of the 1st Cycle of Basic Education in some institutions of the city of Évora. The main objective was to understand the purpose and function assigned by the learners to reading and writing. In this sense, a theoretical framework was created which underpinned the whole process of investigation. In this way, I consider fundamental to contextualize briefly the educational environments and the design of the educational action that conducted my practice. This report was built on the basis of research–action leading to the use of some techniques and tools for data collection in order to achieve the proposed objectives. Throughout the investigation I tried to promote the development of reading and writing by children in the educational context, as well as to promote an exploration of the Portuguese language in conjunction with the diverse curricular areas. The results that have emerged from this work prove that children have already a wide knowledge about what reading and writing are as well as its functionality. On the other hand, it is evident the separation of pre-school education from the first cycle of basic education in the sense that, in the first context, the children have a central role in learning, because everything is done based on their interests and needs, while in the second context activities are planned for the children, but they do not participate in those processes. Thus, this report is organized into four chapters. The first chapter refers to the theoretical background that supports research on the theme. The second chapter is related to the design of educational activity, which presents the contexts where I developed my practice. The third chapter presents the methodology applied along the PES based on the issue of educator/teacher-researcher, as well as the analysis, interpretation of data obtained through the individual semi-structured interview and the corresponding conclusions. Finally, in the fourth chapter I will discuss the implications and the future investigations about the study performed.

Aditivos químicos e biológicos na ensilagem de cana-de-açúcar: 1. composição química das silagens, ingestão, digestibilidade e comportamento ingestivo

Avaliou-se o efeito da inclusão de aditivos na ensilagem de cana-de-açúcar (Saccharum officinarum L.) sobre a composição químico-bromatológica das silagens, o comportamento ingestivo, o consumo voluntário e a digestibilidade em bovinos de corte. Utilizaram-se cinco novilhos da raça Nelore providos de cânula ruminal, alocados em delineamento quadrado latino 5 ´ 5 e alimentados com dietas com 65% de volumoso na MS. Foram avaliadas cinco silagens (base úmida): controle - cana-de-açúcar sem aditivos; uréia - cana-de-açúcar + 0,5% uréia; benzoato - cana-de-açúcar + 0,1% de benzoato de sódio; LP - cana-de-açúcar inoculada com Lactobacillus plantarum (1 ´ 10(6) ufc/g MV); LB - cana-de-açúcar inoculada com L. buchneri (3,6 ´ 10(5) ufc/g forragem). A forragem foi armazenada em silos do tipo poço por 90 dias antes do fornecimento aos animais. A composição químico-bromatológica da cana-de-açúcar foi alterada após a ensilagem, em relação à cana-de-açúcar original, com redução no teor de carboidratos solúveis e na digestibilidade in vitro e elevação relativa nos teores de FDN e FDA. Os teores de etanol (0,30% da MS) e ácidos orgânicos (0,99% de ácido lático e 2,31% de acético) foram baixos e semelhantes entre as silagens. Os aditivos aplicados na ensilagem não promoveram alterações no consumo e na digestibilidade aparente da MS (7,2 kg/dia e 63,6%, respectivamente). O comportamento ingestivo dos animais também não foi alterado, com tempos médios de 230,6; 519,6 e 672,8 minutos/dia despendidos com ingestão de ração, ruminação e ócio, respectivamente. Os aditivos acrescidos à cana-de-açúcar promoveram pequenas alterações na maioria das variáveis avaliadas.

O currículo de matemática do 1º ciclo doensino secundário de Cabo Verde na perspectiva de professores

Este estudo tem por objetivo compreender a perspetiva de professores sobre o currículo de Matemática do 1º ciclo do Ensino Secundário cabo-verdiano e conhecer necessidades de formação que identificam, para um melhor desempenho na sua catividade profissional. As questões de estudo são: 1) Como se reveem os professores de Matemática no currículo do 1º ciclo do Ensino Secundário, enquanto agentes que interpretam e implementam esse currículo? 2) Que potencialidades e dificuldades reconhecem nesse currículo? 3) Que áreas consideram haver necessidade de formação, para a melhoria da sua prática docente, nesse nível de ensino? O desenvolvimento do referencial teórico integra duas áreas temáticas como eixos centrais: o currículo, o professor e o professor de Matemática. Foi feita uma análise de normativos cabo-verdianos para a educação, entre os quais se destacam a Lei de Bases do Sistema Educativo, o Plano de estudos para o ensino secundário e o Programa de Matemática do 1o ciclo do Ensino Secundário. A metodologia adotada na investigação segue uma abordagem interpretativa e descritiva, suportada por um design de estudo de caso. São estudados três casos, relativos a professores de Matemática cabo-verdianos do 1º ciclo do Ensino Secundário. A recolha de dados recorre a urna entrevista semiestruturada a cada professor, à observação de três aulas por professor participante e à recolha documental. A análise de dados foi feita utilizando principalmente a técnica de análise de conteúdos. Os professores revêem-se como executores de um currículo uniforme, de cumprimento obrigatório, normativo, emanado centralmente e do qual procuram interpretar as intenções. A sua visão de currículo é centrada nos conteúdos do programa, um dos motivos para que o enquadramento ao nível dos meios institucionais e as competências esperadas ao nível do saber fazer e ao nível do saber ser nem sempre serem conhecidas e/ou cumpridas. Em Acão, revêem-se como figuras centrais do currículo. Todos se reveem com mais competência na implementação curricular à medida que vão adquirindo experiência profissional. Concordam com os temas do programa e um deles sugere a inclusão de um tema. Consideram que os conteúdos nem sempre estão bem organizados e mostram a necessidade de a metodologia do programa ser mais detalhada, evidenciando claramente os seus propósitos. Eventualmente, podem não concordar com a estrutura de currículo em espiral do programa. Os professores identificam mais formação com melhor desempenho. As necessidades de formação são: Metodologia do Ensino da Matemática, Resolução de Problemas, Avaliação e a Geometria ligada à utilização de materiais pedagógicos. O estudo parece indicar que os professores não desenvolvem práticas diferentes por não terem essa vivência e aponta os professores mais jovens como mais abertos à mudança. ABSTRACT: The aim of this study is to understand the perspective of the teacher in relation to the Mathematics curriculum of the 1st cycle of Secondary School of Cape Verde (grades 7-8) and to learn about his/her training needs to develop better skills and performance in their professional activity. The key questions in this study are: 1) how do Mathematics teachers, acting in the capacity of agents who interpret and implement the 1st cycle of Secondary School curriculum, see themselves in this curriculum? 2) What potentialities and difficulties can they recognize in the curriculum? 3) What areas do they consider in need of training to improve teaching capacity within such education grade? The theoretical framework of this investigation integrates two main areas: the curriculum and the teacher. An analysis of Cape-Verdian normative texts for education has been made, including the Lei de Bases do Sistema Educativo (Basis Law of the Educational System), the Study plan for secondary school and the Mathematics program of the 1st cycle of secondary school. ln terms of methodology, we opted for an interpretative approach to our investigation, namely the case study. We looked at three case studies concerning the Cape-Verdian mathematics teacher of the 1st cycle of secondary school. The data collection uses a semi­structured interview for each teacher, the observation of three classes per participating teacher and the documental collection. Content analysis is the main technique used for analyzing the data. Teachers see themselves as practitioners of a uniform curriculum with mandatory compliance and delineated guidelines set by the administration, and they follow their own understanding of its intended purpose. Their vision of the curriculum is focused on program contents, one of the reasons why the expected skills at the level of "how to do" and "how to be" are not always known and/or done. ln their professional setting they see themselves with professional skills growing in tandem with professional experience. They all agree with the program contents but one of them suggests one content to add. ln their opinion the program is not always well organized and they suggest the need for a more comprehensive and detailed methodology of program contents. ln addition, they might not agree with the spiral structure of the program curriculum. They also identified the need for more elaborate professional training including: A Methodology for Mathematics Education, solving problems, Evaluation and the Geometry related to the utilization of pedagogical materials. The study seems to indicate that teachers refrain from developing different practices because of lack of experience but also demonstrates that younger teachers are more open to change.