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## Formação superior de professores indígenas de Matemática em Mato Grosso do Sul: acesso, permanência e desistência; Training of indigenous teachers in mathematics in Mato Grosso do Sul: access, permanence and abandonment.

Leme, Helena Alessandra Scavazza
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
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## Narrativas: sentidos e contribuições da escola para os projetos pessoais de licenciandos em matemática; Narrative: directions and school contributions to personal projects im mathematics undergraduates

Santos, Renan Marcel Barros dos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
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A dissertação aqui apresentada é fruto do estudo que teve duas questões nucleares: O que a escola faz com o sujeito? e O que o sujeito faz com aquilo que a escola lhe fez? Com isso, os principais objetivos da pesquisa foram identificar, compreender e analisar sentidos atribuídos à escola e às contribuições que essa traz para a constituição dos projetos pessoais dos que passam por esse processo. O estudo teve como corpus documental narrativas biográficas de sete estudantes do curso de Licenciatura em Matemática do Instituto de Matemática e Estatística da Universidade de São Paulo. Foram realizadas entrevistas narrativas biográficas, em que os colaboradores contaram suas histórias de vida seguindo os três eixos que estruturaram a pesquisa: antes, durante e depois da escola. No primeiro eixo, procurou-se entender como a escola era vista antes da entrada nessa, bem como a valorização da Educação, sobretudo escolar, para a família. Entretanto, os colaboradores apresentaram poucas lembranças acerca dessa fase de vida. A fase durante a escola foi assinalada, de um lado, por episódios de alegria por momentos que envolviam professores marcantes, situações de destaque e, por outro lado, acontecimentos que envolveram o sentimento de desprazer e frustração...

## Formação profissional para promover a aprendizagem de matemática de estudantes surdos

Carpin, Tamiris Duarte
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
POR
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Neste trabalho apresento os resultados obtidos de um estudo de caso feito com estudantes de uma escola de surdos, analisando a formação oferecida pela Universidade, dentro do curso de Licenciatura em Matemática. A partir de um estudo de caso, identificamos evidências relativas às diferenças e dificuldades no ensino de Matemática para surdos durante a realização da prática pela disciplina de Estágio em Educação Matemática II, no semestre de 2009/1. Concluímos este trabalho destacando que a Universidade proporciona espaço para reflexão nas disciplinas cujas temáticas tratam de Educação Especial, despertando o interesse e possibilitando a pesquisa do licenciando inserido em ambientes de estudantes surdos. A partir da vivência descrita nesse texto, apontamos sugestões, em termos do plano de ensino dessas disciplinas, com o objetivo de contribuir para a formação de professores de Matemática que venham a lecionar aulas para estudantes surdos.; In this work I present the results of a case study made with students at a deaf school, analyzing the training offered by the University within the Degree in Mathematics. From a case study, we identified evidences on the differences and difficulties in teaching mathematics to deaf students during the discipline of Practice in Mathematical Education II...

## Um componente em discussão no currículo das licenciaturas em matemática: a prática de ensino

Santos, Francisco de Assis dos
Fonte: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL Publicador: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL
Tipo: Dissertação Formato: application/pdf
POR
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This research investigates the development of the teaching practice as a curriculum component of the Graduation Courses in Mathematics. It identifies the different existing concepts with regard to this practice. It also places under discussion to what extent the understanding of the teaching practice has been assimilated, mainly by the mathematics teacher trainer, and the contradicting processes through which this practice strengthens and/or hides the interdisciplinarity intrinsic to the teaching object, considered as school/curriculum knowledge. This research is based on the National Curriculum Guidelines for the initial training of mathematics teachers, and also on the State University of Alagoas (UNEAL) Educational Project for the Graduation Course in Mathematics. The subjects involved in the study were: the Course Coordinator, as well as some graduation students and teachers of teaching practice of the mentioned University. The methodology used was the case study with a qualitative approach. Data collection was carried out through interviews with the course coordinator, students and teachers, who, from then on, will be respectively identified by Coordinator, Student 1, Student 2, Student 3, Student 4, Teacher (P). Our aim is to analyze the different conceptions and/or approaches to teaching practices adopted or addressed by the subjects interviewed...

## Investigação histórica nas aulas de matemática: avaliação de duas experiências

Bezerra, Odenise Maria
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática
Tipo: Dissertação Formato: application/pdf
POR
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This study reflects on some procedural aspects about the development of mathematics learning from the experience with investigative activities concerning the resolution of second degree equation, which was tested a proposal for education, supported the use of texts in history of mathematics. The survey was conducted in two stages, taking the first-served basis for the second, which was carried out with a study group remainder of the first experiment. The intention was to investigate how the group participant, known as the study group, involved in the implementation of activities of research in mathematics, supported the use of the history of mathematics. Based on the results achieved during the study, it was possible to understand that the activities of research enable the development of students, range of learning mathematics and the development of skills and expertise for research as a vehicle for construction of their mathematical knowledge. This approach proposed research into the classroom is important, both for prospective teachers of mathematics and for students from elementary school, bringing a new phase for mathematical education that will come to schools; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior; O presente estudo reflete sobre alguns aspectos processuais acerca do desenvolvimento da aprendizagem matemática a partir da experiência com atividades investigativas...

## AS INFLUÊNCIAS DOS FORMADORES SOBRE OS LICENCIADOS EM MATEMÁTICA DO IME-UFG; THE INFLUENCES OF TRAINERS ON THE GRADUATES IN MATHEMATICS OF IME-UFG

SANTOS, Ronan Santana dos
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
POR
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The aim of this search, whose central theme is training of teachers of mathematics, is to study the influences of trainers course in mathematics degree in exercise of the graduates of this course. In the case of a course of study in an institution of higher education, this research is characterized as a case study in a qualitative approach that seeks to establish relations between the uniqueness and complexity of teacher training. In the discussions were addressed various aspects of the issue: public policies for the Brazilian Education, curriculum guidelines for undergraduate courses, particularly for the degree in mathematics, knowledge and expertise relevant to teachers and dichotomies in teacher education in mathematics. The theoretical contributions substantiate that these discussions were made of contributions from various national and international researchers. Of national literature in Education: Ludke (1996), Rosa (2003), André (2007). The international literature: Shulman (1986), Zichner (1993), Marcelo García (1999) and Tardif (2004). Brazilian literature of specific IFIC s Mathematics Education: Fiorentini (2005), Lins (2005), Garnica (2006). International literature of Mathematics Education: Bridge (1992), Sztajn (2002)...

## O est??gio na forma????o de professores presencial e a dist??ncia: a experi??ncia do curso de Matem??tica da UFPel; The training in teacher education and distance learning: the experience of mathematics course from UFPel.

Tipo: Dissertação Formato: application/pdf
POR
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The supervised training is an obligatory curriculum element in initial teacher education courses that aims above all, the development of teaching and the approach to the teaching profession, with education professionals and their diverse practices. The training also requires educational relations or job orientation and also between trainee teacher and mentor teacher. The idealizations and legal guidance that has been designed on teacher education training are usually based on the actual courses, and the training of distance education courses lie still in the dark. Thus, this study aimed to investigate how training are developed in graduate courses in mathematics distance and presence courses in the Federal University of Pelotas (Pelotas University) from the perspective of faculty advisers, coordinators and trainee students from centers, and to investigate how is the orientation of these training and what are the similarities and differences between the training of these two courses. This is a qualitative study that used interviews as an instrument of data collection with the faculty advisers training, trainee and center coordinators tied to Courses in Mathematics Classroom and Distance courses from UFPel. Among the key findings it includes: the training of the curriculum organization is identical in the two courses...

## Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline

Joseph, Esther
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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As of 1999, high school teachers without majors in their subject areas number 37% of biology teachers, 59% of physical science teachers, and 60% of mathematics teachers. These discouraging statistics grow more extreme in middle schools and high poverty public high schools, especially regarding mathematics and physical sciences instruction. The statistics are especially worrisome given the strong correlation between thorough teacher subject matter preparation and higher student performance. Unfortunately, the literature is limited in terms of a direct comparison between mathematics and science majors and individuals who become mathematics and science teachers. This study was undertaken to add to the body of literature in hopes of informing universities and school districts of the characteristics of individuals who enter the mathematics and science teacher pipeline. The purpose of this study was to determine whether predictive relationships exist among the independent variables and the dependent variable, and whether certain attributes account for significant differences between mathematics and science degree earners who choose to enter the mathematics and science teacher pipeline and those who show no interest in mathematics and science teaching. This study provided a snapshot of the characteristics of both groups of individuals. The sample for this investigation came from the Baccalaureate and Beyond Longitudinal Study (B&B: 08/09) cohort of approximately 19...

## Espaços não formais na formação do professor de matemática: uma análise a partir do Núcleo de Ações Educativas da UnU de Goiás/UEG -NEMENF; Non-formal spaces in teacher training of mathematichs: an analysis from the Center for Educational Activities, Campus Goiás/ UEG - NEMENF

Daude, Rodrigo Bastos
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Pró-Reitoria de Pós-graduação (PRPG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG); Pró-Reitoria de Pós-graduação (PRPG)
Tipo: Dissertação Formato: application/pdf
POR
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This dissertation is part of the Master degree in Education in Science and Mathematics from the research program of Universidade Federal de Goiás, and aims to examine the pedagogical potential of using non-formal spaces in teacher training of math, in Goiás city. It understands the realization that the formation of the licensee math should not be tied to a single methodology, and the need to meet the different learning processes. For that teacher training should address these differences and take place in multiple spaces. In this perspective, we seek to answer: How do the activities at the Center for Educational Activities: Mathematics Education in Non-Formal Spaces -NEMENF changes the design of the participants regarding the use of non-formal spaces in teacher training in mathematics? For this we present historical, educational and legal aspects in teacher from the LDB (1996), authors like Gatti (2010), Saviani, Curi (2000), D'Ambrosio (2001, 2003) and Fiorentini (1994 , 1995). At the same time, we present the non-formal spaces methodological pluralist perspective in approaching a mathematical education contextualized in Trilla (1996), Sarramona (1998) and Gohn (2006, 2010). The outline of the research was conducted in the course of degree in Mathematics from the Universidade Estadual de Goiás...

## A formação estatistica e pedagogica do professor de matematica em comunidades de pratica; The formation pedagogy and statistic of the teacher of mathematics in communities of practice

Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Relevância na Pesquisa
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Neste trabalho discute-se a aprendizagem-ensino da Estatística na formação do Professor de Matemática, ressaltando as práticas pedagógicas nela envolvidas. Para tanto, realizou-se uma pesquisa na qual foi utilizado um instrumento da História Oral, a "Narrativa Biográfica", para a recolha de dados. Tais narrativas foram obtidas de professores experientes que têm atuado no ensino de estatística, em cursos de formação de professores de matemática (Licenciatura em Matemática) em universidades paulistas. Como instrumento de análise, utilizou-se a "Teoria Social da Aprendizagem", de Wenger, sobre comunidade de prática, a partir da perspectiva histórico-cultural vygotskiana. Para compreender as práticas de formação pedagógicas presentes na formação estatísticas do professor de matemática, tanto alunos como professores foram considerados membros de uma mesma comunidade de prática, já que os sujeitos da pesquisa narraram suas práticas de formação tanto como alunos quanto como professores formadores. Para a análise esteve também presente pelo menos duas conjecturas: uma é "toda prática de formação estatística tem imbricada uma prática de formação pedagógica" e outra, surgida a partir dos estudos de Lee Shulman...

## A formação do professor de matemática na Universidade Estadual de Alagoas Campus I : a reforma curricular e os saberes na opinião do egresso; The formation of professor of mathematics at the State University of Alagoas Campus I : curriculum reform and the knowledge program graduates. The field of research was the State University of Alagoas - UNEAL

Santos, Juracy Pinheiro dos
Fonte: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL Publicador: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
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The research sought to study on the formation of a Professor of Mathematics at the State University of Alagoas - Campus I: Curriculum Reform and the Knowledge Program Graduates. The field of research was the State University of Alagoas-UNEAL, making a cutout in the Degree Course in Mathematics Campus I. The study was conducted in 2010 and was chosen for empirical analysis of the Pedagogical Political Project of that over the course of its existence, to verify that the knowledge Degree in Mathematics aims to develop curricula comparing before and after curriculum reform course, with the training aspects with the development of these graduates. It is a qualitative research study and descriptive with the main objective to analyze the intentions of graduates, changes to the courses determined by the design of the course, look at each issue and verify the allegations, and investigate the possibility of change in teaching mathematics about the teacher's knowledge. The methodological procedures to collect the data were semi-structured interview with the Coordinator and two teachers of the course and questionnaire to thirty-six five current students and graduates. Interest in the subject arose from the need to search for why the negative results in official assessments of teaching...

## Professores que somos, educadores que queremos ser: reflexões sobre o processo de formação inicial do professor de matemática

Burkert, Rogério Sacramento
POR
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## A pluralidade da relação entre a física e a matemática em um curso inicial de licenciatura em física; The plurality of the relationship between physics and mathematics at an early degree course in Physics

Concheti, Andreza Fernanda
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Relevância na Pesquisa
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A física se relaciona intimamente com a matemática, e essa relação pode ser refletida com olhares distintos e complementares. A respeito dessa temática, existem trabalhos que discutem o papel técnico e operacional que a matemática exerce em diferentes níveis de ensino de física, assim como existem trabalhos que refletem sobre o caráter organizacional e estrutural que ela possui no ensino, construção e aprendizagem da ciência. Esse trabalho tem como principal objetivo observar esses dois tipos de relações em um curso introdutório de mecânica na licenciatura em física da Universidade de São Paulo e refletir sobre como as relações da física com a matemática podem ser apresentadas no contato inicial na graduação que o futuro professor de física tem com os conceitos da mecânica. Para isso, foi realizado um estudo de caso na disciplina Fundamentos de Mecânica em duas turmas com professores distintos. Nesse estudo, foram gravados áudios das explicações dos professores e anotadas as formulações matemáticas utilizadas nas aulas, como equações, resolução de exercícios e/ou esboços de gráficos. Em um primeiro momento, foram analisadas as representações matemáticas utilizadas pelos professores em trechos das aulas denominados episódios de ensino. Nesses episódios...

## New families of conservative systems on $S^2$ possessing an integral of fourth degree in momenta

Selivanova, Elena N.
Tipo: Artigo de Revista Científica
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There is a well-known example of integrable conservative system on $S^2$, the case of Kovalevskaya in the dynamics of a rigid body, possessing an integral of fourth degree in momenta. Goryachev proposed a one-parameter family of examples of conservative systems on $S^2$ possessing an integral of fourth degree in momenta which includes the case of Kovalevskaya. In this paper we proposed new examples of conservative systems on $S^2$ possessing an integral of fourth degree in momenta.; Comment: 17 pages, AMS-LaTeX

## Bijective Mappings Of Meshes With Boundary And The Degree In Mesh Processing

Lipman, Yaron
Tipo: Artigo de Revista Científica
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This paper introduces three sets of sufficient conditions, for generating bijective simplicial mappings of manifold meshes. A necessary condition for a simplicial mapping of a mesh to be injective is that it either maintains the orientation of all elements or flips all the elements. However, these conditions are known to be insufficient for injectivity of a simplicial map. In this paper we provide additional simple conditions that, together with the above mentioned necessary conditions guarantee injectivity of the simplicial map. The first set of conditions generalizes classical global inversion theorems to the mesh (piecewise-linear) case. That is, proves that in case the boundary simplicial map is bijective and the necessary condition holds then the map is injective and onto the target domain. The second set of conditions is concerned with mapping of a mesh to a polytope and replaces the (often hard) requirement of a bijective boundary map with a collection of linear constraints and guarantees that the resulting map is injective over the interior of the mesh and onto. These linear conditions provide a practical tool for optimizing a map of the mesh onto a given polytope while allowing the boundary map to adjust freely and keeping the injectivity property in the interior of the mesh. The third set of conditions adds to the second set the requirement that the boundary maps are orientation preserving as-well (with a proper definition of boundary map orientation). This set of conditions guarantees that the map is injective on the boundary of the mesh as-well as its interior. Several experiments using the sufficient conditions are shown for mapping triangular meshes. A secondary goal of this paper is to advocate and develop the tool of degree in the context of mesh processing.

## Hyperbolicity of Generic Surfaces of High Degree in Projective 3-Space

Demailly, Jean-Pierre; Goul, Jawher El
Tipo: Artigo de Revista Científica
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The main goal of this work is to prove that a very generic surface of degree at least 21 in complex projective 3-dimensional space is hyperbolic in the sense of Kobayashi. This means that every entire holomorphic map $f:{\Bbb C} \to X$ to the surface is constant. In 1970, Kobayashi conjectured more generally that a (very) generic hypersurface of sufficiently high degree in projective space is hyperbolic (here, the terminology "very generic" refers to complements of countable unions of proper algebraic subsets). Our technique follows the stream of ideas initiated by Green and Griffiths in 1979, which consists in considering jet differentials and their associated base loci. However, a key ingredient is the use of a different kind of jet bundles, namely the "Semple jet bundles" previously studied by the first named author (Santa Cruz Summer School, July 1995, Proc. Symposia Pure Math., Vol. 62.2, 1997). The base locus calculation is achieved through a sequence of Riemann-Roch formulas combined with a suitable generic vanishing theorem for order 2-jets. Our method covers the case of surfaces of general type with Picard group ${\Bbb Z}$ and $(13+12\theta_2) c_1^2 - 9 c_2 > 0$, where $\theta_2$ is what we call the "2-jet threshold" (the 2-jet threshold turns out to be bounded below by -1/6 for surfaces in ${\Bbb P}^3$). The final conclusion is obtained by using very recent results of McQuillan on holomorphic foliations.; Comment: 28 pages...

## Edge Cover Colouring Versus Minimum Degree in Multigraphs

Pritchard, David
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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An edge colouring of a multigraph can be thought of as a partition of the edges into matchings (a matching meets each vertex at most once). Analogously, an edge cover colouring is a partition of the edges into edge covers (an edge cover meets each vertex at least once). We aim to determine a tight lower bound on the maximum number of parts in an edge cover colouring as a function of the minimum degree delta, which would be an analogue of Shannon's theorem from 1949 on edge-colouring multigraphs. We are able to give a lower bound that is tight except when delta=9 or delta is odd and > 12; in these non-tight cases the best upper and lower bounds differ by one.; Comment: This paper has been withdrawn by the author. The main open question here was proved in [R. P. Gupta. On the chromatic index and the cover index of a mulltigraph. In Th. & Appl. of Graphs: Int. Conf. Kalamazoo, May 11-15, 1978, volume 642/1978 of Lecture Notes in Mathematics, pages 204-215. Springer Verlag, 1976.]. See also a very slick proof in [N. Alon, R. Berke, K. Buchin, M. Buchin, P. Csorba, S. Shannigrahi, B. Speckmann, and P. Zumstein. Polychromatic colorings of plane graphs. Discrete & Computational Geometry, 42(3):421-442, 2009. Preliminary version appeared in Proc. 24th SOCG...

## A general formula for the algebraic degree in semidefinite programming

von Bothmer, Hans-Christian Graf; Ranestad, Kristian
Tipo: Artigo de Revista Científica
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In this note, we use a natural desingularization of the conormal variety of the variety of n x n symmetric matrices of rank at most r to find a general formula for the algebraic degree in semidefinite programming.; Comment: 6 Pages

## Distinguished graduates in mathematics of Jagiellonian University in the interwar period. Part II: 1928-1939

Tipo: Artigo de Revista Científica