Aprendendo e ensinando o sistema de numeração decimal: uma contribuição à prática pedagógica do professor

The central question of the present study is to identify the epistemological knowledge that the teachers-trainees possess regarding the characteristics (properties) of the decimal numbering system; its purpose is to offer a contribution to the pedagogic practice of the teachers who work within the Basic Literacy Cycle, in terms of what concerns both the acquisition of contents and the development of the knowledge that helps them in the elaboration of adequate strategies to working with the Decimal Numbering System in the classroom. The study is based on the constructivist sociointeractionist approach to teaching Mathematics and it constitutes, in itself, a methodological intervention with the teachers-trainees engaged in the Professional Qualification Program in Basic Education of the Federal University of Rio Grande do Norte. The foundations of the study were found in investigations of researchers who had carried out studies on the construction of numerical writing, showing, for instance, that the construction process of ideas and procedures involved in groupings and changes to base 10 take a lot longer to be accomplished than one can imagine. A set of activities was then elaborated which could not only contribute to the acquisition of contents but that could also make the teachers-trainees reflect upon their teaching practices in the classroom so that in this way they will be able to elaborate more consistent didactic approaches, taking into consideration the previous knowledge of the students and also some obstacles that often appear along the way. Even when teachers have access to the most appropriate dicactic resources, the lack of knowledge of the content and of the real meaning of that content make the Decimal Numbering System, a subject of fundamental importance, be taught most times in a mechanical way. The analisys of the discussions and behaviours of the teachers-trainees during the activities reavealed that they made them reflect upon their current practices in the classroom and that, as a whole, the aims of each of the activities carried out with the teachers-trainers were reached

A complete floating-decimal interpretative system for the IBM 650 magnetic drum calculator.

Mode of access: Internet.

Attaching numbering to headings in Word 2010

In a long document such as a thesis you'll often want to attach a numbering system to your headings. This will get Word to automatically apply numbering as you add and removing headings from the document. You'll also be able to use them for cross-referencing purposes.

A concise summary of the International System of Units, the SI

The Bureau International des Poids et Mesures, the BIPM, was established by Article 1 of the Convention du Mètre, on 20 May 1875, and is charged with providing the basis for a single, coherent system of measurements to be used throughout the world. The decimal metric system, dating from the time of the French Revolution, was based on the metre and the kilogram. Under the terms of the 1875 Convention, new international prototypes of the metre and kilogram were made and formally adopted by the first Conférence Générale des Poids et Mesures (CGPM) in 1889. Over time this system developed, so that it now includes seven base units. In 1960 it was decided at the 11th CGPM that it should be called the Système International d’Unités, the SI (in English: the International System of Units). The SI is not static but evolves to match the world’s increasingly demanding requirements for measurements at all levels of precision and in all areas of science, technology, and human endeavour. This document is a summary of the SI Brochure, a publication of the BIPM which is a statement of the current status of the SI. The seven base units of the SI, listed in Table 1, provide the reference used to define all the measurement units of the International System. As science advances, and methods of measurement are refined, their definitions have to be revised. The more accurate the measurements, the greater the care required in the realization of the units of measurement.

Propriedades dos sistemas de numeração: uma sequência didática em uma abordagem histórica

This paper aims to describe the construction and validation of a notebook of activities whose content is a didactic sequence that makes use of the study of ancient numbering systems as compared to the object of our decimal positional numbering system Arabic. This is on the assumption that the comparison with a system different from our own might provide a better understanding of our own numbering system, but also help in the process of arithmetic operations of addition, subtraction and multiplication, since it will force us to think in ways that are not routinely object of our attention. The systems covered in the study were the Egyptian hieroglyphic system of numbering, the numbering system Greek alphabet and Roman numbering system, always compared to our numbering system. The following teachung is presented structured in the form of our activities, so-called exercise set and common tasks around a former same numbering system. In its final stage of preparation, the sequence with the participation of 26 primary school teachers of basic education

Sistemas de numeração posicionais e não posicionais

Pós-graduação em Matemática em Rede Nacional - IBILCE

Identification of the enamelin (g.8344delG) mutation in a new kindred and presentation of a standardized ENAM nomenclature

The amelogenesis imperfectas (Al) area geneticatly heterogeneous group of diseases that result in defective development of tooth enamel. Although X-linked, autosomal. dominant and autosomal. recessive forms of Al have been clinically characterized, only two genes (AMELX and ENAM) have been associated with Al. To date, three enamelin (ENAM) mutations have been identified. These mutations cause phenotypically diverse forms of autosomal. dominant Al. Detailed phenotype-genotype correlations have not been performed for autosomal. dominant Al due to ENAM mutations. We identified a previously unreported kindred segregating for the ENAM mutation, g.8344delG. Light and electron microscopy analyses of unerupted permanent teeth show the enamel is markedly reduced in thickness, Lacks a prismatic structure and has a laminated appearance. Taken together these histological features support the enamelin protein as being critical for the development of a normal. enamel. thickness and that it Likely has a role in regulating c-axis crystallite growth. Because there is growing molecular and phenotypic diversity in the enamelin defects, it is critical to have a nomenclature and numbering system for characterizing these conditions. We present a standardized nomenclature for ENAM mutations that will allow consistent reporting and communication. (C) 2003 Elsevier Science Ltd. All rights reserved.

Linguagens documentais para as bibliotecas escolares: o caso da Espanha, Portugal e Brasil

Este artigo analisa as características específicas e os processos de indexação e classificação realizados em bibliotecas escolares para tratar e recuperar as informações de suas coleções. Também se analisam as linguagens como ferramentas documentais específicas utilizadas em bibliotecas escolares portuguesas espanholas, portuguesas e brasileiras. Para atingir este objetivo, o modelo de biblioteca escolar é estudado de forma crítica, se analisa o conceito de biblioteca escolar de forma crítica, se estudam suas funções e se examinam as técnicas e os instrumentos que permitem organizar a informação. Entre outras ferramentas, estudam-se listas de cabeçalhos de assuntos como os Cabeçalhos de assuntos para livros infantis e juvenis e a Lista de Cabeçalhos de assuntos para as bibliotecas; sistemas de classificação, como a Classificação Decimal Universal (edição de bolso) ou a classificação por centros de interesse e tesauros especializados como o Tesauro da Educação UNESCO-OIE e o Tesauro Europeu da Educação, entre outros.

Indizar, clasificar y organizar las colecciones de las bibliotecas escolares: herramientas en lengua española y portuguesa

La biblioteca escolar es un servicio de información básico para todos los miembros de una comunidad educativa, que forma parte de los espacios docentes de los centros y de los procesos pedagógicos que tienen lugar en ellos. Las bibliotecas escolares funcionan como centros de recursos para las actividades de enseñanza-aprendizaje, están constituidas por un conjunto sistematizado y dinámico de servicios y fondos documentales que permiten a los usuarios desarrollar hábitos lectores y buscar y valorar las fuentes de información, entre otras relevantes funciones. Los recursos de información que albergan son uno de sus principales activos, pero si colección documental no está organizada, las tareas de búsqueda y localización de la información resultarán complicadas y la calidad de los recursos obtenidos, cuestionable. Los bibliotecarios deben conocer en profundidad las características específicas del fondo documental y las fuentes disponibles; las técnicas y herramientas adecuadas para procesar y tratar el fondo bibliográfico, así como los métodos de recuperación de la información más convenientes. En este contexto, el objetivo de este trabajo es analizar de forma pormenorizada los procesos de indización y clasificación que se realizan en las bibliotecas escolares para procesar y recuperar la información que albergan su colecciones, así como describir las características más relevantes de las herramientas específicas que se usan en las bibliotecas escolares españolas, brasileñas y portuguesas, adaptadas a las características de los usuarios que utilizan sus servicios y acuden a ellas para resolver necesidades de información. Para lograr este propósito, se analiza el concepto de biblioteca escolar de forma crítica, se estudian sus funciones y se examinan las técnicas y los instrumentos que permiten organizar la información. Entre otras herramientas, se estudian listas de encabezamientos de materia como los Encabezamientos de materia para libros infantiles y juveniles y la Lista de Encabezamientos de materia para las bibliotecas públicas; sistemas de clasificación, como la Clasificación Decimal Universal (edición de bolsillo) o la clasificación por centros de interés y tesauros especializados como el Tesauro de la Educación UNESCO-OIE y el Tesauro Europeo de la Educación, entre otros.

All-Ireland Health Data Inventory. Part 1: Metadata for key data sources, version 1.0

The All-Ireland Health Data Inventory. Part 1 is a catalogue of key sources of health data in the Republic and Northern Ireland. It includes relevant datasets from the major information reviews, conducted in the North and South, in the past few years. Information is essential for informed decision making and service provision. This inventory draws together information sources to facilitate such decision making. The inventory is intended as a resource for health professionals, researchers and the general public, providing the first phase of a ‘one-stop’ catalogue of health data. The datasets have been catalogued using an expanding numbering system which will allow for the inclusion of future resources. The Institute of Public Health in Ireland is in the process of expanding the Inventory to include further data sources.

The role of autolysis loop in determining the specificity of coagulation proteases

We recently demonstrated that the substitution of the autolysis loop (residues 143 to 154 in the chymotrypsin numbering system) of activated protein C (APC) with the corresponding loop of factor Xa (fXa) renders the APC mutant (APC/fX143-154) susceptible to inhibition by antithrombin (AT) in the presence of pentasaccharide. Our recent results further indicated, that in addition to an improvement in the reactivity of APC/fX143-154 with AT, both the amidolytic and anti-factor Va activities of the mutant APC have also been significantly increased. Since the autolysis loop of APC is five residues longer than the autolysis loop of fXa, it could not be ascertained whether this loop in the mutant APC specifically interacts with the activated conformation of AT or if a shorter autolysis loop is responsible for a global improvement in the catalytic activity of the mutant protease. To answer this question, we prepared another APC mutant in which the autolysis loop of the protease was replaced with the corresponding loop of trypsin (APC/Tryp143-154). Unlike an ~500-fold improvement in the reactivity of APC/fX143-154 with AT in the presence of pentasaccharide, the reactivity of APC/Tryp143-154 with the serpin was improved ~10-fold. These results suggest that both the length and structure of residues of the autolysis loop are critical for the specificity of the coagulation protease interaction with AT. Further factor Va inactivation studies with the APC mutants revealed a similar role for the autolysis loop of APC in the interaction with its natural substrate.

John Burtniak Postcard Collection

326 images (b&w and col.) mounted on 54 poster boards ; 64 x 36 cm or smaller. 4 compact disc

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.

Estudo da utilização de medidas não-oficiais em uma comunidade de vocação rural

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Educação matemática, cultura amazônica e prática pedagógica: a margem de um rio

Esta pesquisa intitulada Educação Matemática, Cultura Amazônica e Prática Pedagógica; à Margem de um Rio, tem como objetivo analisar a prática pedagógica de uma professora que aborda diversos conteúdos matemáticos, a partir da Cultura Amazônica em uma escola pertencente a uma das ilhas de Belém do Pará. A parte empírica deste trabalho aconteceu no período de 6 meses na Escola do Combu, localizada na Ilha do Combu-PA durante o acompanhamento das turmas de Educação Infantil e do Ciclo Básico. Esta pesquisa justifica-se pela busca da compreensão da necessidade de aproximação entre as operações matemáticas e o cotidiano imaginário dos alunos ribeirinhos, a partir da construção de suas casas, cascos (embarcação feita artesanalmente em troco de árvore), canoas, matapis (armadilhas para pegar camarão, feita com fibra da mata), tupés (tapetes para secagem do cacau feito de fibra da mata), redes, brinquedos, cestos. As concepções metodológicas estão pautadas nos princípios da pesquisa qualitativa, baseada na abordagem etnográfica, a fim de sistematizar conhecimentos sobre necessidades e dificuldades da interação entre a Matemática escolar e a cultura local. A prática pedagógica da professora em questão demonstra preocupações em aproximar o ensino de Matemática à diversidade cultural, peculiar ao local, a partir de aulas construídas na parceria dos saberes tradicionais como a tessitura de tupés, para exploração de elementos geométricos, uso de matapis como material didático para a construção de sistema métrico decimal entre outros. É possível indicar que as vivências utilizadas e resignificadas, através de registros e análises sob o olhar da Educação Matemática contribuem para o reconhecimento da influência da Cultura Amazônica, no processo ensino-aprendizagem da Matemática escolar.