Resistências e contribuições em relação a uma proposta de trabalho para o ensino de álgebra elementar, junto a alunos da educação de jovens e adultos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série

Pós-graduação em Educação - FFC

Continuidades e descontinuidades na transição da educação infantil para o ensino fundamental no contexto de nove anos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Sobre a dinâmica da produção de significados para a matemática

Pós-graduação em Educação Matemática - IGCE

Efeitos de instruções e história experimental sobre a trnsmissão de práticas de escolha em microculturas de laboratório

A seleção de práticas culturais tem sido objeto de interesse crescente na Análise do Comportamento, principalmente após a formulação do conceito de metacontingências por S. Glenn. Uma temática abordada tem sido as relações entre o comportamento governado por regras e a transmissão de práticas culturais. O presente estudo teve como objetivo avaliar os efeitos de instruções verbais sobre a transmissão de uma prática de escolha em pequenos grupos. Quarenta e três alunos de graduação da UFPA participaram do estudo, distribuídos em 4 grupos. Os participantes deveriam resolver coletivamente (grupos de 3) um problema em uma condição em que havia dois tipos possíveis de ganhos: um mais vantajoso a longo prazo (escolhas de linhas pretas) e um menos vantajoso (escolha de linhas brancas). A cada 12 minutos um participante deixava o grupo e um novo participante passava a integrá-lo, cabendo aos participantes mais antigos instruir os novos na atividade. Em alguns dos grupos, participantes denominados de confederados foram instruídos a ensinar de forma errada a atividade aos participantes, induzindo o grupo a escolher as linhas brancas, levando a um resultado menos vantajoso. Os confederados instruíam os participantes com duas categorias de instruções: falsas descritivas e prescritivas. Com a continuidade do ciclo de mudanças de participantes, os confederados foram dando lugar a participantes ingênuos ou experientes na atividade. Os resultados obtidos indicam que quando os confederados participaram de grupos constituídos por participantes ingênuos, predominaram escolhas menos vantajosas para o grupo, sendo que no Grupo 2 o padrão instruído pelos confederados foi mantido por uma geração adicional e no Grupo 4 foi mantido por duas gerações adicionais. Quando os confederados integraram grupos com participantes previamente expostos à tarefa (Grupos 1 e 3), ambos os grupos voltaram a responder de acordo com padrão estabelecido em uma sessão de linha de base (aproximadamente 80% de escolhas pretas no Grupo 1 e 60% no Grupo 3). Quanto ao tipo de instrução empregada pelos confederados, quando os participantes foram instruídos com a instrução falsa descritiva, o padrão de escolha estabelecido pelos confederados se manteve por menos tempo do que quando os participantes foram instruídos com as instruções prescritivas. Conclui-se que a experiência prévia em uma atividade capacita o grupo a sofrer menos efeitos da manipulação verbal que leva a práticas de escolhas menos vantajosas, e que instruções que não descrevem relações de contingência entre eventos são menos eficientes em produzir um controle de práticas de escolhas por meio de instruções verbais.

Como escutar os gritos de quem não consegue ler e escrever: percursos de um projeto de extensão desenvolvido pela UNESP

Data presented here is the result of an extension project developed by UNESP which aims to support children who complain about learning disabilities. These students with reading and writing problems were part on intervention sessions, individually and/or in small groups, in which different games and non-usual activities were implemented. These intervention sessions seek an improvement in the non-learning situation and, above all, a change in the relationship that the children have established with these school subjects. So far, the main results indicate a development in the mentioned areas and a significant improvement in the entire student learning condition, which were verified during the intervention sessions and by the teachers’ and parents’ reports, as well. We also present here reflections on the process of assessment and intervention and about the way these subjects are dealt at school, and the meaning of not learning how to read and how to write for a child.

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Estudo comparativo de parâmetros limnológicos de duas bacias de drenagem da região centro-sul do Estado do Paraná, sul do Brasil

Two drainage basins located in the mid-southern region of Paraná state were comparatively studied for analysis of limnological characteristics in lotic ecosystems. Ten segments of rivers and streams were evaluated in each basin, from June 4th through to June, 29th , 2007. The following physical and chemical parameters were measured: water temperature, specific conductance, oxygen saturation, pH, turbidity, current velocity and depth. The two drainage basins presented similar nominal values for all parameters investigated. There were significant differences between the two environments in relation to temperature, pH, and oxygen saturation. Cluster analysis revealed five small groups of samplings, each one with particular limnological characteristics. The Principal Components Analysis (PCA) confirmed the difference among the drainage basins. These results suggest an influence of regional and local factors in limnological characteristics of rivers and streams in the studied drainage basins.

Rubric Assessment of Mathematical Processes in Homework

In this action research study of my classroom of 11th grade geometry, I investigated the use of rubrics to help me assess my students during homework presentations. I wanted to know more about the processes students went through as they did their homework problems, so homework presentations were implemented with the rubrics being the main form of assessment. I discovered that students are willing to speak about mathematics and can gain more understanding of mathematical processes as a result of homework presentations. The scores of the class improved after they talked about the homework assignments with each other. As a result of this research, I plan to keep on using homework presentations in my classroom to talk about homework, but discontinue the use of rubrics in assessment of students in mathematics. I also found students going to the board to solve problems in small groups are another helpful way to use presentations prior to assessment to help me understand where the students are with a new concept prior to assigning homework or giving an assessment.

Does group size matter? Cheating and cooperation in Brazilian school children

Cooperation between individuals is an important requisite for the maintenance of social relationships. The purpose of this study was to investigate cooperation in children in the school environment, where individuals could cooperate or not with their classmates in a public goods game. We investigated which of the following variables influenced cooperation in children: sex, group size, and information on the number of sessions. Group size was the only factor to significantly affect cooperation, with small-group children cooperating significantly more than those in large groups. Both sex and information had no effect on cooperation. We suggest that these results reflect the fact that, in small groups, individuals were more efficient in controlling and retaliating theirs peers than in large groups. (C) 2008 Elsevier Inc. All rights reserved.

Olfactory impairment in familial ataxias

The main clinical manifestations of the spinocerebellar ataxias (SCAs) result from the involvement of the cerebellum and its connections. Cerebellar activity has been consistently observed in functional imaging studies of olfaction, but the anatomical pathways responsible for this connection have not yet been elucidated. Previous studies have demonstrated olfactory deficit in SCA2, Friedreich's ataxia and in small groups of ataxia of diverse aetiology. The authors used a validated version of the 16-item smell identification test from Sniffin' Sticks (SS-16) was used to evaluate 37 patients with genetically determined autosomal dominant ataxia, and 31 with familial ataxia of unknown genetic basis. This data was also compared with results in 106 Parkinson's disease patients and 218 healthy controls. The SS-16 score was significantly lower in ataxia than in the control group (p<0.001, 95% CI for beta=0.55 to 1.90) and significantly higher in ataxia than in Parkinson's disease (p<0.001, 95% CI for beta=-4.58 to -3.00) when adjusted for age (p=0.001, 95% CI for beta=-0.05 to -0.01), gender (p=0.19) and history of tobacco use (p=0.41). When adjusted for general cognitive function, no significant difference was found between the ataxia and control groups. This study confirms previous findings of mild hyposmia in ataxia, and further suggests this may be due to general cognitive deficits rather than specific olfactory problems.

Multilevel Analysis in Household Survey: An Application to Health Condition Data

The aim of this thesis is to apply multilevel regression model in context of household surveys. Hierarchical structure in this type of data is characterized by many small groups. In last years comparative and multilevel analysis in the field of perceived health have grown in size. The purpose of this thesis is to develop a multilevel analysis with three level of hierarchy for Physical Component Summary outcome to: evaluate magnitude of within and between variance at each level (individual, household and municipality); explore which covariates affect on perceived physical health at each level; compare model-based and design-based approach in order to establish informativeness of sampling design; estimate a quantile regression for hierarchical data. The target population are the Italian residents aged 18 years and older. Our study shows a high degree of homogeneity within level 1 units belonging from the same group, with an intraclass correlation of 27% in a level-2 null model. Almost all variance is explained by level 1 covariates. In fact, in our model the explanatory variables having more impact on the outcome are disability, unable to work, age and chronic diseases (18 pathologies). An additional analysis are performed by using novel procedure of analysis :"Linear Quantile Mixed Model", named "Multilevel Linear Quantile Regression", estimate. This give us the possibility to describe more generally the conditional distribution of the response through the estimation of its quantiles, while accounting for the dependence among the observations. This has represented a great advantage of our models with respect to classic multilevel regression. The median regression with random effects reveals to be more efficient than the mean regression in representation of the outcome central tendency. A more detailed analysis of the conditional distribution of the response on other quantiles highlighted a differential effect of some covariate along the distribution.

Exploring Engineering

Engineering faculty members at Bucknell University have established a course required for freshman engineering students and open to liberal arts students. The course has been designed to stimulate and enhance student interest in all the engineering disciplines at Bucknell. The course ranges broadly across small groups, faculty-lead recitations, laboratory experiences, student design projects, traditional lectures, and guest speakers. The exploring engineering course has completed its second year. The authors describe the course, the changes made since the initial offering and the impact on the students and faculty involved. They also present and interpret student evaluations of the course.(4 refs)

An Active Learning Module for an Introduction to Software Engineering Course

Many schools do not begin to introduce college students to software engineering until they have had at least one semester of programming. Since software engineering is a large, complex, and abstract subject it is difficult to construct active learning exercises that build on the students’ elementary knowledge of programming and still teach basic software engineering principles. It is also the case that beginning students typically know how to construct small programs, but they have little experience with the techniques necessary to produce reliable and long-term maintainable modules. I have addressed these two concerns by defining a local standard (Montana Tech Method (MTM) Software Development Standard for Small Modules Template) that step-by-step directs students toward the construction of highly reliable small modules using well known, best-practices software engineering techniques. “Small module” is here defined as a coherent development task that can be unit tested, and can be car ried out by a single (or a pair of) software engineer(s) in at most a few weeks. The standard describes the process to be used and also provides a template for the top-level documentation. The instructional module’s sequence of mini-lectures and exercises associated with the use of this (and other) local standards are used throughout the course, which perforce covers more abstract software engineering material using traditional reading and writing assignments. The sequence of mini-lectures and hands-on assignments (many of which are done in small groups) constitutes an instructional module that can be used in any similar software engineering course.

Effectiveness of Colors used on Safety and Health Signs for Communicating Severity of Injury

Signs are used extensively in workplaces and on products to identify hazards and provide instructions for appropriate behavior. A fundamental element of these signs is the signal-word panel located at the top of the sign. The colors and words in this panel are intended to convey information about the hazard identified. One type of hazard information concerns the severity of injury/illness associated with the hazard. The standard of the American National Standards Institute (ANSI) for facility signs uses three severity categories: 1) death or serious injury, 2) minor or moderate injury, and 3) property damage. The standard specifies which signal-word panel format, including color, to use based in part on the severity category. The purpose of this study was to determine if college students associate color with severity. The sample population consisted of 59 students tested in nine small groups. Twelve signs were shown to them in random order. Five of the signs had a color for the background of the signal-word panel. The colors were red, orange, yellow, blue, and gray. The signal word was a nonsense word and the text panel contained repetitions of the letter x in sentence format. Subject rated their impressions of the colors using two ordered rating scales for severity. Results indicated that color had a highly significant effect on severity ratings. Median ratings were generally consistent with the ANSI standard, except for orange. Red rated highest on both scales. Blue and gray rated lowest. Yellow and orange were in between red and blue. According to the ANSI standard, orange should indicate the same severity as red. These results indicated that orange was associated with less severity than red. Apparently, the ANSI standard's use of orange to identify a hazard associated with death or a serious injury is questionable.