Análise de textos didáticos de Matemática: um mapeamento e uma proposta metodológica fundada numa perspectiva hermenêutica

This article discusses some methodological possibilities for analyzing textbooks in Mathematics Education. Its starting point was a review - which allowed us to build a general map - of the production developed by consolidated Research Groups that deal with this theme in Brazil. This map allowed us to propose a complementary/alternative guide to analyse textbooks according to a hermeneutical approach.

Análise Narrativa em Trabalhos de História da Educação Matemática: algumas considerações

This paper presents some reflections on the use of narrative analysis as a possible approach to study the History of (Mathematics) Education, mainly to interpret historical situations and biographical data. Its perspective is linked to Walter Benjamin's ideas about the figure of the narrator and how the dialogue between narrator and historian can be seen. Following the perspective of another author, Benedito Nunes, we try to establish relations among narratives, fiction and historiography, also highlighting the ideas of Jorge Larrosa regarding the transmission of experiences. Finally, our focus is turned to Antonio Bolivar and his alternative statements about why and how analysis of investigations, in which narratives are the main source of data, can be done.

História na Educação Matemática – um estudo sobre trabalhos publicados no Brasil nos últimos cinco anos

In this paper we report a study on research in the field of History in Mathematics Education conducted in Brazil in the last five years. We evaluate studies that are theoretical or report experiences on the support found in history that can contribute to the situations of teaching and learning of mathematics, based on the Proceedings of Seminarios Nacionais de Historia da Matematica and Encontros Luso-Brasileiros de Historia da Matematica. Examining the interests, directions and focus of research in the field, we found that the vast majority of studies address specific issues of History of Mathematics, and the number of studies on History in Mathematics Education is still very low. We note that, in the last five years, the arguments in favor of the teaching potential of the History of Mathematics, which is very present in the speech of teachers and managers of public education, has not yet been materialized in experiments or investigations to promote this link effectively.

Estratigrafia de seqüências das formações Taciba e Rio Bonito (Membro Triunfo) na região de Mafra/SC, leste da Bacia do Paraná

The Taciba and Rio Bonito (lower Triunfo Mbr) formations are divided into six depositional sequences based on cores, gamma-ray and electrical logs from shallow drillings from northern Santa Catarina State, Each sequence is formed by two systems tracts, a lower one, sandy (lowstand) and an upper one, shaly (highstand). The Taciba Formation has three sequences, S 0 to S 0 sequence S 0 has a thick turbidite sandstone at the base (Rio Segredo Member) that pinches out towards the eastern margin and even disappears in the Mafra outcrop area. Sequence S 1 varies from a thin fluvial-estuarine system to a thick turbidite sandstone of a channelized fan system; S 1 upper shaly system tract is marine in well PP-11, and it is glacially-influenced in well PP-10. Sequence S 2 is a thick sand-stone body of shallow marine origin, but restricted to one well (PP-11); its upper shaly tract is dominated by massive siltstones intercalated with thin, distal tempestites. The lower Triunfo Member (or Taciba-Triunfo transition) begins with the arrival of deltaic clastics of sequence S 3 lower tract, coarsening-up from medial- to proximal delta front sandstones. Sequence S 4 is quite similar to S 3, both showing sand-stone progradation from north to south, as opposed to the southwest-sourced transgressive diamictites. Sequence S 5 consists of fluvial deposits at well PP-12, and two transgressive cycles from wells PP-11 to PP-9, each one of them composed of fluvial-estuarine to marine systems. Well PP-10 is an exception, where the lower cycle presents deglaciation to marine deposits.

Detecção de pistas de aeroporto em imagens orbitais utilizando morfologia matemática

The Brazilian Cartography presents great deficiency in cartographic products updating. This form, Remote Sensins techniques together Digital Processing Images - DPI, are contributing to improve this problem. The Mathematical Morphology theory was used in this work. The principal function was the pruning operator. With its were extracted the interest features that can be used in cartographic process updating. The obtained results are positives and showed the use potential of mathematical morphology theory in cartography, mainly in updating.

Ciclos e seqüências deposicionais das formações Rio da Batateira e Santana (Andar Alagoas), Bacia do Araripe, Brasil

The Rio da Batateira e Santana formations, the latter with Crato, Ipubi and Romualdo members (Alagoas Stage, Aptian), were studied in four cored and logged wells from the eastern portion of Araripe Basin, Northeastern Brazil. The investigated section is 230 m-thick, and PS-14 well is the most representative, because it is the only one which sampled the evaporites of Ipubi Member. Nine facies cycles were identified, being formed by siliciclastics (estuarine, deltaic and lacustrine), mixed lithologies (lacustrine), carbonates, black shales and marls (lacustrine), and gypsum-anhydrite (lacustrine evaporite). The ordering of facies cycles furnished six depositional sequences. They were formed by siliciclastic, regressive-transgressive R-T cycles (S1 and S4, corresponding to Rio da Batateira Formation and to Santana Formation/Romualdo Member), by siliciclastics and carbonates, R-T cycles (S2, S3.1 and S3.2, corresponding to Crato Member), and by siliciclastic-carbonate, R-T cycles followed by evaporitic cycles (S3.3, referred to Ipubi Member). The last cycles correspond to concentration-dilution, C-D cycles of marine brines, which precipitated gypsum in the restricted lacustrine basin.

Educaçãdo matemática na realidade do ciberespaço - Que aspectos ontológicos e científicos se apresentam?

The question that leads this article is What is this virtual space in the on-line mathematics education process? We focus on the question of the real and virtual as issues taken as components of cyberspace. We investigate these notions in the history of philosophy, looking to Granger to find their meaning, to enable us to understand them and fit them into the sphere of Mathematics Education. This theoretical-philosophical article, then, claims that the virtuality of cyberspace is supported by the computer screen, built by the unification of the sciences (mathematics), technology and its applications. Software and the actions taken by Internet users update the capability of these programs in a variety of characteristics and possibilities such as space-time flow interconnections as well as during the mathematics education process.

Uma caracterização do Centro de Educação Matemática - CEM (1984-1997) como uma Comunidade de prática de formação continuada de professores de matemática

This paper presents some results of a study on the Centre for Mathematics Education (Centro de Educação Matemática, CEM), a group of mathematics educators from the city of São Paulo-SP (Brazil), active mainly during the years 1984 to 1997. To establish a position on the process of identity constitution of CEM, we bring forth the method of Oral History and theories of identity. In this essay, an exercise in constituting the identity of CEM from the characterisation of this community's publications within its practice, we assume that the processes of identity constitution do not refer to what CEM is or was, but rather to a set of possibilities for apprehending it on the basis of strategies and initiatives set in given historical conditions and times. We make explicit three aspects that are present as their practice is converted into a source of coherence (mutual commitment, joint enterprise and shared repertoire), which allow one to reveal actions and production in the history of mathematics teacher education in the metropolitan region of São Paulo.

O conceito de saber escolar clássico em Dermeval Saviani: Implicações para a Educação Matemática

The aim of this paper is initially to consider some issues related to the relationship between humanization and alienation in the process of historical social development of human gender. These considerations are fundamental for understanding the concept of classical in Dermeval Saviani and the consequences for research about the historical development of Mathematics currently found in school curriculums. The intention is to value the appropriation of school mathematics as a humanizing element that becomes accessible through the activity of teaching.