Avaliação do Processo de Ensino e Aprendizagem em Matemática: contribuições da teoria histórico-cultural

This article presents the results of a study that investigated the meaning of evaluation in mathematics from the historical cultural perspective, focusing on activity theory. In order to develop the investigation, a collaborative group was formed from the Oficina Pedagogica de Matematica de Ribeirao Preto - Sao Paulo (Math Pedagogic Workshop of Ribeirao Preto - OPM/RP), constituted of pre-school teachers and early elementary school teachers, who were participants in this research. The main role of the collaborative group was to offer guided development to the teachers about the teaching of mathematics from the historical-cultural perspective, aiming at collecting data on the process of appropriation of mathematical knowledge by the teachers. The syntheses about the teachers' learning process have contributed to systematize the guiding elements of evaluation in mathematics from the historical-cultural perspective.

Disciplinas de Fundamentos de Matemática: uma discussão à luz dos significados da palavra “fundamentos”

Based on a survey of summaries of courses on the Foundations of Mathematics, from Mathematics Teacher Education programs in the southern part of Brazil, and some remarks on the legislation related to the course syllabuses, we discuss the meaning of the word ""Foundations"" in order to reflect on the proposals of these issues in the courses, which will be undergoing reformulation. The opinions of students in one of these courses regarding the meaning of the term ""foundations"", as well as the data obtained from the survey and the remarks regarding legislation, may lead to considerations about the possibilities for a better qualification of the initial education of Mathematics teachers.

Do labor aos mitos: uma nova linha no mapa das pesquisas em Etnomatemática

In this paper we highlight the existence of a new line of research within the Ethnomathematics Program. In its origin, research in this area has sought to contribute to understanding regarding the diversity of mathematical thought through a careful look at work activities. In recent years, however, we have paid increasing attention to the affirmations of anthropologists that myths can be used to understand the most basic questions of human thought as well as specific questions regarding the society that produced them. Based on this idea, the myths of different peoples are perceived as informative with respect to their Ethnomathematics. Thus, together with work activities, myths constitute a source of support on which we draw to develop this line of research.

A formação de professores e suas relações com cultura e sociedade: a educação escolar indígena no centro das atenções

This paper reflects the current situation surrounding indigenous teacher education by means of the construction of a dialogue among three educators, two of them non-indigenous educators involved with indigenous school education and one indigenous educator committed to the education of his people. Teacher education, situated in a socio-cultural way, is the center of attention in this paper. ""Listening"" as a way of talking with the ""other"" is one of the theoretical focuses of this exercise between teacher educators and teachers, which uses dialogue as a means to increase awareness. In the dialogic process mentione, it was possible to realize how rich a dynamic between educators from different cultural contexts can be. The desire of the indigenous educator and his/her people to contribute their ideas to the construction of the indigenous school became evident. This shows the great challenge for non-indigenous educators seeking to contribute to the organization of the school education of distinct indigenous nations.

A Análise Matemática no Ensino Universitário Brasileiro: a contribuição de Omar Catunda

The goal of this paper is to show the diffusion, reception, and utilization of Omar Catunda's book Course of Mathematical Analysis for mathematics and engineering teaching in Brazilian universities, e. g., University of Sao Paulo and the University of Bahia from 1950 to 1976. We used interviews of some ex-alumni or users of his book. We also present some signs of the influence of his book and of Catunda himself at University of Rio Grande do Sul. We argue that Catunda and his book were important agents of process of modernizing the teaching of calculus and analysis, through his classes as well as his book.

O Intuitivo e o Lógico no Conhecimento Matemático: análise de uma proposta pedagógica em relação a abordagens filosóficas atuais e ao contexto educacional da matemática

In this paper, we consider Meneghetti & Bicudo's proposal (2003) regarding the constitution of mathematical knowledge and analyze it with respect to the following two focuses: in relation to conceptions of mathematical knowledge following the fundamentalist crisis in mathematics; and in the educational context of mathematics. The investigation of the first focus is done analyzing new claims in mathematical philosophy. The investigation of the second focus is done firstly via a theoretical reflection followed by an examination of the implementation of the proposal in the process of development of didactic materials for teaching and learning Mathematics. Finally, we present the main results of the application of one of those materials.

DAVID HOMEOMORPHISMS VIA CARLESON BOXES

We construct a family of examples of increasing homeomorphisms of the real line whose local quasi-symmetric distortion blows up almost everywhere, which nevertheless can be realized as the boundary values of David homeomorphisms of the upper half-plane. The construction of such David extensions uses Carleson boxes.

An alternative to the Pythagorean rule? Reevaluating Problem 1 of cuneiform tablet BM 34 568

The first problem of the Seleucid mathematical cuneiform tablet BM 34 568 calculates the diagonal of a rectangle from its sides without resorting to the Pythagorean rule. For this reason, it has been a source of discussion among specialists ever since its first publication. but so far no consensus in relation to its mathematical meaning has been attained. This paper presents two new interpretations of the scribe`s procedure. based on the assumption that he was able to reduce the problem to a standard Mesopotamian question about reciprocal numbers. These new interpretations are then linked to interpretations of the Old Babylonian tablet Plimpton 322 and to the presence of Pythagorean triples in the contexts of Old Babylonian and Hellenistic mathematics. (C) 2007 Elsevier Inc. All rights reserved.

On the direct product of two weak uniquely completable partial latin squares

In this note we show by counter-example that the direct product of two weak uniquely completable partial latin squares is not necessarily a uniquely completable partial latin square. This counter-example rejects a conjecture by Gower (see [3]) on the direct product of two uniquely completable partial latin squares.

On the intersection problem for 1-factorizations and near 1-factorizations of K-v

The number of 1-factors (near 1-factors) that mu 1-factorizations (near 1-factorizations) of the complete graph K-v, v even (v odd), can have in common, is studied. The problem is completely settled for mu = 2 and mu = 3.

Automatic construction of explicit R matrices for the one-parameter families of irreducible typical highest weight (0(m)vertical bar alpha(n)) representations of U-q[gl(m vertical bar n)]

We detail the automatic construction of R matrices corresponding to (the tensor products of) the (O-m\alpha(n)) families of highest-weight representations of the quantum superalgebras Uq[gl(m\n)]. These representations are irreducible, contain a free complex parameter a, and are 2(mn)-dimensional. Our R matrices are actually (sparse) rank 4 tensors, containing a total of 2(4mn) components, each of which is in general an algebraic expression in the two complex variables q and a. Although the constructions are straightforward, we describe them in full here, to fill a perceived gap in the literature. As the algorithms are generally impracticable for manual calculation, we have implemented the entire process in MATHEMATICA; illustrating our results with U-q [gl(3\1)]. (C) 2002 Published by Elsevier Science B.V.

Link invariants associated with gauge equivalent solutions of the Yang-Baxter equation: The one-parameter family of minimal typical representations of Uq[gl(2|1)]

In this paper we investigate the construction of state models for link invariants using representations of the braid group obtained from various gauge choices for a solution of the trigonometric Yang-Baxter equation. Our results show that it is possible to obtain invariants of regular isotopy (as defined by Kauffman) which may not be ambient isotopic. We illustrate our results with explicit computations using solutions of the trigonometric Yang-Baxter equation associated with the one-parameter family of minimal typical representations of the quantum superalgebra U-q,[gl(2/1)]. We have implemented MATHEMATICA code to evaluate the invariants for all prime knots up to 10 crossings.

Decompositions of complete graphs into theta graphs with fewer than ten edges

A theta graph is a graph consisting of three pairwise internally disjoint paths with common end points. Methods for decomposing the complete graph K-nu into theta graphs with fewer than ten edges are given.