Um Exerci{dotless acute}cio Filosófico sobre a Pesquisa em Educação Matemática no Brasil

In this research we present a meta-comprehension about the research on Mathematics Education developed in Brazil through an hermeneutical analysis of the texts presented and discussed on the III SIPEM - International Seminar on Mathematics Education occurred on 2006. We present the trends that were identified in the research and emphasize the interrogations, questions and problems they address as well as their scientific, philosophical, and methodological rigor. We present the nucleus of ideas present in Mathematics Education research in Brazil as we transcend the individual production of research, focusing on the references of national and international authors. We conclude that the research analyzed has been clearly designed, introducing conceptions of and ways of working with Mathematics that address issues related to education, society, culture, teaching, learning, and history of Mathematics Education.

Ensaio sobre como Macunai{dotless acute}ma me ajudou a falar sobre Educação Matemática

As if aesthetics were not content. But as we are faced with some other language (frequently called incorrect), our inclination is to correct it or to want to correct it: not luv, boy! But that's what we hear, not what should be. This essay is, based on aesthetics, a testimony about not being ashamed of its contribution to the field (Mathematics Education) - as a contribution and not 'only' style. The usual parametres for research papers are kept on check.

A aprendizagem matemática em uma posição de fronteira: Foregrounds e intencionalidade de estudantes de uma favela brasileira

In a large metropolis, students from different neighbourhoods can experience very different life opportunities. This can influence their attitude towards schooling and learning, including the learning of mathematics. We interviewed a group of six students from a favela in a large city in the interior of the state of São Paulo in Brazil. We invited the students to look into their future and explore whether or not there could be learning motives that linked mathematics in school to possible out-of-school practices, either in terms of possible future jobs or further studies. We identified some themes in the students' descriptions of their experiences. The first theme is discrimination. The students feel discriminated against due to the fact that they come from a poor neighbourhood. They fear being trapped in some stereotypes. The second theme is escape. There is a strong motivation to begin a new life away from the favela. A third theme concerns the obscurity of mathematics. It seems clear to everybody that education is relevant to ensure a change in life. However, the mathematics lessons do not provide any clues regarding how mathematics might function is this respect. The fourth theme is uncertainty with respect to the future. The students could easily formulate almost unattainable aspirations, while reality might impose some very heavy limitations. In this article we introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. Students' intentions for learning are related to their foregrounds, that is, how they perceive their future possibilities, as made evident to them by their social environment. Students in a favela could experience what we call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them.

Demografía matemática: selección de artículos

Incluye Bibliografía

Superfícies geomórficas e atributos do solo em uma toposseqüência de transição várzea-terra firme

Soil attributes reflect influence of the geomorphic surfaces. Therefore, the objective of this work was to investigate the influence of the geomorphic surfaces on soil attributes in a topossequence from low lands to high lands in the Humaitá region, AM. A transect of 4.5 km, from the top of the slope towards the low lands was established and the geomorphic surfaces were identified and limited according to topographic and estratigraphic criteria, based on detailed field investigation. Twenty soil samples were collected in each one of the slope segments within the geomorphic surfaces (G.S.), at the following depths: G.S. I: LAa (0.0-0.16 and 0.48-0.79 m); G.S. II: Lad1 (0.0-0.13 and 0.44-0.70) and Lad2 (0.0-0.10 and 0.30-0.55 m); G.S. III: RYve1 (0.0-0.18 and 0.51-0.89) and RYve2 (0.0-0.23 and 0.58-0.91 m). The sampling depths were determined by the surface and subsurface horizon depths, defined during the soil morphological description. Physical analysis involved particle size distribution, disperse clay, soil and particle density and total porosity. The chemical analysis involved determinations of pH in water and KCl, exchangeable cations, exchangeable Al, total acidity (H+Al), available P, organic carbon. The relief variations contributed to the presence of dystrophic soils in the geomorphic surface I and eutrophic soils in the geomorphic surface III. The multivariate statistical techniques were able to separate three heterogeneous groups, equivalent to the mapped geomorphic surfaces.

Discursos do professor de matemática e suas implicações na compreensão dos alunos

The primary objective of this article is to analyze situations with discursive interactions in math classrooms, which may prompt student's understanding of teacher's speech. To analyze the situations with discursive interactions, this study used elements from Bakhtin's theory of language, mainly its concept of comprehension, and introduces the new concept of intermediate comprehension . The data used in a qualitative approach were collected from class observation through video-recorded lessons. The results showed three situations with discursive interactions that contribute to understanding of the school teacher's speech: 1) speech referring to everyday situations; 2) the teacher's speech math in a less rigorous way 3) teacher comparing different mathematical objects.

Matemática como discurso

Initial steps are taken towards an interpretation of the discourse of mathematics, by showing that a mathematical model does not represent, but re-present; that it is not objective, but that it invents its objects; and that it is not descriptive, but performative. Mathematics-based discursive acts become identified, as crucial elements in an interpretation of mathematics as discourse. The discursive acts are: (1) technological imagination, (2) hypothetical reasoning, (3) legitimation or justification, (4) realisation, and (5) dissolution of responsibility. Through such acts, mathematics exercises symbolic power and makes possible new forms of symbolic violence.

Estimativas da radiação global incidente em superfícies inclinadas com base na razáo de insolação

Estimating equations of global radiation based on the sunshine duration were proposed for horizontal surface and with inclination of 12.85, 22.85 and 32.85° facing the North in Botucatu, SP, Brazil, in monthly, seasonal and annual groupings of data. Simple linear correlations were applied (for definition of the linear and angular coefficients of Angstrom-Prescott model), in a database measured in all three inclinations in different periods (22.85°: 04/1998 to 07/2001; 12.85°: 08/2011 to 02/2003; and 32.85°: 03/2003 to 12/2007) concomitant with horizontal measures and sunshine duration. The statistical performance of the model was analysed by the means absolute error (MBE), the square root of the mean square error (RMSE) and the index adjustment (d). The minimum global radiation transmissivity varied from 14.35% in August (12.85°) to 27.86% in December (32.85°) and the maximum transmissivity ranged between 62.10% and 78.90%, for June (32.85°) and December (12.85°). Increasing the angle of inclination surface increased the scattering and decreased the index of adjustment and performance. The worst results were found for application of the seasonal and annual models in the months of autumn and winter for 32.85° (RMSE below 42.93% and adjustment superior to 0.4693).

Estimativas das radiações direta e difusa em superfícies inclinadas com base na razáo de insolação

Statistical equations were obtained and evaluated with annual, seasonal and monthly data groupings for estimates of direct and diffuse components of solar radiation based on the sunshine duration (ratio of sunshine and photoperiod) incident on horizontal and inclined surfaces to 12.85, 22.85 and 32.85° with facing to North, in Botucatu, SP. The ratios between the two components and radiation at the top of the atmosphere were used, in a database whose inclinations were measured in three different periods (22.85°: 04/1998 to 07/2001; 12.85°: 08/2011 to 02/2003; and 32.85°: 03/2003 to 12/2007) and concomitant with horizontal measures and sunshine duration. The correlations showed a linear and second degree polynomial behavior for the direct and diffuse radiation, with higher coefficients of determination in periods of low variation in the coverage of the sky (cloudiness). The highest values of the direct and diffuse radiation were found in winter and summer, respectively for all surfaces evaluated. The increase in the inclination angle decreased the performance of equations in all groups of data with increase in scattering and decrease in index of the adjustment, however, the monthly equations allowed better performance for the two components.

Detecção de rodovias em imagens digitais de alta resolução com o uso da teoria de morfologia matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Geração automática de modelos digitais de superfícies utilizando múltiplas imagens

Pós-graduação em Ciências Cartográficas - FCT

Aplicação de um Modelo de Difusão Anisotrópica e Morfologia Matemática na Detecção de Feições Cartográficas

Pós-graduação em Ciências Cartográficas - FCT

Modelo estocástico de programação matemática de alocação de medidores de tensão em alimentadores radiais de distribuição de energia elétrica para localização de faltas e monitoramento do perfil de tensão

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Modelo de programação matemática para controle do crescimento da vegetação sob redes de distribuição de energia elétrica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelagem matemática em câncer: dinâmica angiogênica e quimioterapia anti-neoplásica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)