A mathematical approach to simulate spatio-temporal patterns of an insect-pest, the corn rootworm Diabrotica speciosa (Coleoptera: Chrysomelidae) in intercropping systems

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino de história e geografia nos anos iniciais numa rede municipal de ensino: um estudo de caso

The present research aims to identify conceptions that teachers and students of the early years have in relation to the disciplines of history and geography. The site chosen for the survey was a municipal school in the city of Lençóis Paulista, in São Paulo. The work's theme was chosen after observing a minimization of the teaching of the contents of the above-mentioned disciplines at the expense of mathematical content and mother tongue. In addition, there were difficulties arising from the standardization of education , such as teaching network uses material apostilled . The survey data , together with literature review was conducted with students and teachers in the early years who participated in a semistructured interview . Authors like Callai (1999 and 2005), Cavalcanti (2005 and 1998) and Burke (1992) theoretically supports the research . They have in common a new conception of education that values the small deeds that result in major events. The student, in this view, plays an important role as a subject of social transformation. The research has favored both the analysis of the conceptions of teachers and students, assisting in reflection on teaching practices, but also led to reflect on the training of teachers. The research shows us that the type of material used and the practice adopted may impair the access of students to the language of nature and society

Mathematical modeling of a continuous alcoholic fermentation process in a two-stage tower reactor cascade with flocculating yeast recycle

Experiments of continuous alcoholic fermentation of sugarcane juice with flocculating yeast recycle were conducted in a system of two 0.22-L tower bioreactors in series, operated at a range of dilution rates (D (1) = D (2) = 0.27-0.95 h(-1)), constant recycle ratio (alpha = F (R) /F = 4.0) and a sugar concentration in the feed stream (S (0)) around 150 g/L. The data obtained in these experimental conditions were used to adjust the parameters of a mathematical model previously developed for the single-stage process. This model considers each of the tower bioreactors as a perfectly mixed continuous reactor and the kinetics of cell growth and product formation takes into account the limitation by substrate and the inhibition by ethanol and biomass, as well as the substrate consumption for cellular maintenance. The model predictions agreed satisfactorily with the measurements taken in both stages of the cascade. The major differences with respect to the kinetic parameters previously estimated for a single-stage system were observed for the maximum specific growth rate, for the inhibition constants of cell growth and for the specific rate of substrate consumption for cell maintenance. Mathematical models were validated and used to simulate alternative operating conditions as well as to analyze the performance of the two-stage process against that of the single-stage process.

A mathematical view of water table fluctuations in a shallow aquifer in Brazil

Detailed monitoring of the groundwater table can provide important data about both short- and long-term aquifer processes, including information useful for estimating recharge and facilitating groundwater modeling and remediation efforts. In this paper, we presents results of 4 years (2002 to 2005) of monitoring groundwater water levels in the Rio Claro Aquifer using observation wells drilled at the Rio Claro campus of São Paulo State University in Brazil. The data were used to follow natural periodic fluctuations in the water table, specifically those resulting from earth tides and seasonal recharge cycles. Statistical analyses included methods of time-series analysis using Fourier analysis, cross-correlation, and R/S analysis. Relationships could be established between rainfall and well recovery, as well as the persistence and degree of autocorrelation of the water table variations. We further used numerical solutions of the Richards equation to obtain estimates of the recharge rate and seasonable groundwater fluctuations. Seasonable soil moisture transit times through the vadose zone obtained with the numerical solution were very close to those obtained with the cross-correlation analysis. We also employed a little-used deep drainage boundary condition to obtain estimates of seasonable water table fluctuations, which were found to be consistent with observed transient groundwater levels during the period of study.

A classificação das disciplinas matemáticas e a Mathesis Universalis nos séculos XVI e XVII: um estudo do pensamento de Adriaan van Roomen

Pós-graduação em Educação Matemática - IGCE

Theoretical approaches to forensic entomology: I. Mathematical model of postfeeding larval dispersal

An overall theoretical approach to model phenomena of interest for forensic entomology is advanced. Efforts are concentrated in identifying biological attributes at the individual, population and community of the arthropod fauna associated with decomposing human corpses and then incorporating these attributes into mathematical models. In particular in this paper a diffusion model of dispersal of post feeding larvae is described for blowflies, which are the most common insects associated with corpses.

Aplicações da função logarítmica em sala de aula no ensino médio: uma proposta de solução de problemas pela transposição para a linguagem matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuição da Teoria Ator-Rede (T A-R) para o estudo da construção do conhecimento geográfico: uma leitura da introdução da New Geography no Brasil através da Sociologia das Associações

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

Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.

Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Concepts

This action research project describes a research project designed and implemented specifically with an emphasis on the instruction of mathematical vocabulary. The targeted population was my second period classroom of sixth grade students. This group of seventeen students represented diverse socioeconomic backgrounds and abilities. The school is located in a community of a population of approximately 5,000 people in the Midwest. My research investigation focused on the use of specific methods of vocabulary instruction and students’ use of precise mathematical vocabulary in writing and speaking. I wanted to see what effects these strategies would have on student performance. My research suggested that students who struggle with retention of mathematical knowledge have inadequate language skills. My research also revealed that students who have a sound knowledge of vocabulary and are engaged in the specific use of content language performed more successfully. Final analysis indicated that students believed the use of specific mathematical language helped them to be more successful and they made moderate progress in their performance on assessments.

Writing Relevant Word Problems: Seeking to Increase Student Mathematical Achievement

In this action research study of eighth grade mathematics, I investigated my students’ use of writing and solving word problems. I collected data to determine if writing and solving word problems would have a positive effect on students’ abilities to understand and solve word problems. These word problems are grade-level appropriate and are very similar to the problems on the eighth grade online assessment of state standards. Pre- and post-test data, weekly word problems that focus on specific mathematics topics, beginning and end surveys about word problem perceptions, and a teacher journal reveal that student engagement in this weekly practice of writing and solving word problems did influence the students’ overall abilities for, achievement in and attitudes toward solving word problems. Except for some students’ perceptions, the influence was largely positive. This suggests that word problems can be a constructive feature in eighth mathematics instruction.

Using Non-Traditional Activities to Enhance Mathematical Connections

In this action research study of my classroom of seventh grade mathematics, I investigated the use of non-traditional activities to enhance mathematical connections. The types of nontraditional activities used were hands-on activities, written explanations, and oral communication that required students to apply a new mathematical concept to either prior knowledge or a realworld application. I discovered that the use of non-traditional activities helped me reach a variety of learners in my classroom. These activities also increased my students’ abilities to apply their mathematical knowledge to different applications. Having students explain their reasoning during non-traditional activities improved their communications skills, both orally and in writing. As a result of this research, I plan to incorporate more non-traditional activities into my curriculum. In doing so, I hope to continue to increase my students’ abilities to solve problems. I also plan to incorporate the use of written explanations of my students’ mathematical reasoning in order to continue to improve their communication of mathematics.

The Importance of Teaching Students How to Read to Comprehend Mathematical Language

In this action research study of my classroom of 8th and 9th grade Algebra I students, I investigated if there are any benefits for the students in my class to learn how to read, translate, use, and understand the mathematical language found daily in their math lessons. I discovered that daily use and practice of the mathematical language in both written and verbal form, by not only me but by my students as well, improved their understanding of the textbook instructions, increased their vocabulary and also increased their understanding of their math lessons. I also found that my students remembered the mathematical material better with constant use of mathematical language and terms. As a result of this research, I plan to continue stressing the use of mathematical language and vocabulary in my classroom and will try to develop new ways to help students to read, understand, and remember mathematical language they find daily in their textbooks.