A lousa digital e o uso do maple no cálculo diferencial e integral: potencialidades mediativas

As potencialidades das Tecnologias de Informação e Comunicação (TIC) para com o processo de ensino e a aprendizagem da Matemática é uma linha de investigação que vem se consolidando dentro do campo da Educação Matemática. Nesse universo é de nosso interesse investigar a relação entre a lousa digital e o uso do software Maple no estudo do Cálculo Diferencial e Integral. O trabalho apresentado visa investigar como o ambiente informático constituído pela presença da lousa digital pode contribuir no processo de ensino e aprendizagem do Cálculo Diferencial e Integral e da Matemática Aplicada no Ensino Superior. No contexto do referido projeto lançamos nosso olhar investigativo tanto ao desenvolvimento de atividades quanto à aplicação das mesmas

O Construcionismo como Pano de Fundo para Modelagem Matemática na Realidade do Mundo Cibernético

Neste artigo pretendemos mostrar possíveis associações entre as ideias construcionistas e o processo de Modelagem Matemática quando relacionados à construção de jogos eletrônicos. A pesquisa, de cunho qualitativo, envolveu oito estudantes de um curso de Licenciatura em Matemática e teve, como principal suporte, o software o Scratch. Em termos de análise, evidenciaremos os aspectos “descrição/expressão”, “depuração compartilhada”, “execução compartilhada” e a “reflexão/discussão”, dados pelas ideias de Rosa (2004, 2008), avançando em algumas das considerações apresentadas por esse autor. Entendemos que as evidencias apontadas permitiram concluir que a Modelagem Matemática, quando discutida por meio da construção de jogos eletrônicos, se mostra influenciada pelo objetivo pedagógico, que, no caso específico da pesquisa, esteve relacionado às ideias construcionistas

Big Data and Mathematics Education: possibilities of the Gapminder resource

O presente relato de experiência tem como objetivo apresentar o recurso de Big Data denominado Gapminder Tools, introduzir suas funcionalidades, bem como possibilitar a discussão da utilização de recursos de Big Data em sala de aula. Exploramos o que é chamado de Big Data a partir de uma breve revisão de literatura, abordando sua relação com a Educação e, principalmente, com a Educação Matemática. O Gapminder é um recurso de visualização de dados dinâmico e com potencialidades em diversas áreas, porém nosso enfoque, neste relato, é destacar as potencialidades de seu uso para o desenvolvimento de habilidades digitais, críticas e matemáticas. Concluímos o presente trabalho, apresentando possíveis tarefas e visando pesquisas futuras em relação ao recurso.The present experience report aims to present the Big Data resource called Gapminder Tools, introduce its functionalities, as well as enable the discussion of the use of Big Data resources in the classroom. What is called Big Data is explored from a brief literature review, addressing its relationship with Education and, mainly, with Mathematical Education. Gapminder is a dynamic data visualization resource with potential in several areas, but our focus in this report is to highlight the potential for the development of digital, critical, and mathematical skills, through it. The study concludes by presenting possibilities for exploring the tool, aiming at future research in relation to the resource

The problem in Mathematical modeling: determination and transformation

Este artigo tem por objetivo discutir o conceito de problema em Modelagem Matemática no contexto abrangido pela Educação Matemática. Trata-se de resultado de uma pesquisa, norteada pela metodologia qualitativa, em que realizamos um curso envolvendo a construção de jogos eletrônicos. A pergunta diretriz assumida é: como se mostra o problema no processo de Modelagem Matemática envolvido na construção de jogos eletrônicos por alunos de um curso de Licenciatura em Matemática? Como principal referencial teórico trazemos a visão deleuziana de problema, que não associa o problema à dúvida nem à pergunta, colocando-o em um estado não atual. A análise de dados, aliada a um aprofundamento teórico-filosófico, apresenta possíveis consonâncias entre essa visão e as atividades de Modelagem Matemática desenvolvidas. Como resultado, apresentamos que o modo como o problema é determinado condiciona os encaminhamentos das situações desenvolvidas e, consequentemente, o próprio processo de Modelagem Matemática.In this paper, we discuss the problem concept in Mathematical Modeling in the context of Mathematics Education. It is the result of a research guided by a qualitative methodology, where we set a course involving the construction of electronic games. As the main theoretical reference, we bring Deleuze's problem vision, that is not associated with doubt or question, but with a non-actual state. Data analysis combined with a theoretical and philosophical depth, led to the construction of a problem concept aligned with the mathematical modeling activities we developed. As a result, we show that the way the problem is determined conditions the developed situations and, therefore, the process of Mathematical Modeling

Modelagem Matemática e Big Data no desenvolvimento da literacia digital

A sociedade está em crescente contato com as tecnologias digitais e a todo momento ações de indivíduos dão origem a vasta quantidade de dados. A reunião e cruzamento desses dados para gerar novas soluções e interpretações de problemas é chamada de Big Data. Consideramos que associado aos processos inerentes ao Big Data está um dos cernes de nossa pesquisa, a Literacia Digital, que está associada à interpretação e reflexão do uso de recursos e de informações provenientes das Tecnologias Digitais. Nosso objetivo principal é apresentar e analisar as potencialidades da Modelagem Matemática e do Big Data no desenvolvimento da Literacia Digital, norteados pela seguinte pergunta: Quais as potencialidades da Modelagem Matemática e do Big Data no desenvolvimento de habilidades relacionadas a Literacia Digital? O trabalho foi conduzido numa perspectiva metodológica qualitativa e envolveu tarefas usando recursos do Google Trends e Google Correlate. Os participantes da pesquisa foram estudantes do primeiro ano do ensino médio de uma escola localizada no interior do estado do Rio Grande do Sul. A análise dos dados destacou indícios da presença das habilidades Multitarefa, Navegação Transmídia e Simulação, as quais podem ter levado os estudantes ao desenvolvimento da Literacia Digital.The Society is in growing contact with digital technologies and at all times the actions of individuals give rise to a vast amount of data. The gathering and crossing of this data to generate new solutions and interpretations of problems is called Big Data. We believe that associated with the processes inherent to Big Data is one of the cores of our research, Digital Literacy, which is associated with the interpretation and reflection of the use of resources and information from Digital Technologies. Our main objective is to present and analyze the potential of Mathematical Modeling and Big Data in the development of Digital Literacy, guided by the following question: What are the potentials of Mathematical Modeling and Big Data in the development of skills related to Digital Literacy? The paper was conducted in a qualitative methodological perspective and involved tasks using resources from Google Trends and Google Correlate. The research participants were first-year high school students in a school located in the interior of Rio Grande do Sul state. Data analysis highlighted evidence of the presence of multitasking abilities, Transmedia Navigation and Simulation, which may have led the students to the development of Digital Literacy

Maternofetal exposure to glicocorticoids and attention deficit hyperactivity disorder

Pregnancy is a critical development period, in a way that small alterations can be crucial in shaping an individual's health for the rest of his life. Depending on wich adversive conditions the fetus is exposed to, like metabolic, hormonal and nutricional alterations by the mother, there is a higher susceptibility in developing certain diseases, syndromes and disturbs. Among the aforementioned adversities, we can mention the excessive use of synthetic glucocorticoids during pregnancy. It is known that glucocorticoids act at various levels within the fetal brain, physiologically modulating the individual's neurological function, and, by that, exposing him to cognitive decline and behavioral changes. This review aimed to explore some evidence of the impact of excessive glucocorticoid signaling on HPA axis modulation and consequent fetal adaptive changes, related to the vulnerability of the development of Attention Deficit Hyperactivity Disorder (ADHD). In view of the growing number of diagnoses of this disease, it is necessary to review medical recommendations, the use of these drugs by pregnant women and infants, and public health policies

The impact of radio feedback from active galactic nuclei in cosmological simulations: Formation of disk galaxies

In this paper, we present a new implementation of feedback due to active galactic nuclei (AGN) in cosmological simulations of galaxy formation. We assume that a fraction of jet energy, which is generated by an AGN, is transferred to the surrounding gas as thermal energy. Combining a theoretical model of mass accretion onto black holes with a multiphase description of star-forming gas, we self-consistently follow evolution of both galaxies and their central black holes. The novelty in our model is that we consider two distinct accretion modes: standard radiatively efficient thin accretion disks and radiatively inefficient accretion flows which we will generically refer to as RIAFs; motivated by theoretical models for jet production in accretion disks, we assume that only the RIAF is responsible for the AGN feedback. We find that, after an initial episode of bursting star formation, the accretion rate onto the central black hole drops so that the accretion disk switches to a RIAF structure. At this point, the feedback from the AGN becomes efficient and slightly suppresses star formation in the galactic disk and almost completely halts star formation in the bulge. As a result, the nucleus becomes a stochastically fuelled low-luminosity AGN (Seyfert galaxy) with recurrent short-lived episodes of activity after the star bursts. Our model predicts several properties of the low-luminosity AGN including the bolometric luminosity, jet powers, the effect on kpc-scale of the radio jet and the AGN lifetime, which are in broad agreement with observations of Seyfert galaxies and their radio activity. We also find that the mass ratios between the central black hole and the the host spheroid at z = 0 are ~10^{-3} regardless of the strength of either supernova feedback or AGN feedback. (abridged)Comment: 22 pages, 16 figures, accepted version for publication in MNRAS, animation available at http://star-www.dur.ac.uk/~takashi/research/movies.html#ag

El proceso de enseñanza – aprendizaje de conocimientos biológicos que rigen la producción de leche

El objetivo de este trabajo fue contribuir al proceso de enseñanza – aprendizaje de conocimientos biológicos e integrarlos al proceso productivo. Se desarrolló en el ámbito de la Escuela de la Familia Agrícola Dr. Ernesto Nazar, Acevedo, Provincia de Buenos Aires. Los destinatarios del proyecto fueron alumnos del ciclo superior de la escuela (31 alumnos). El grupo de voluntarios estuvo integrado por alumnos y docentes del Dpto. Producción Animal, Facultad de Agronomía, Universidad de Buenos Aires. El trabajo se basó en la práctica de campo y se concentró en los procesos biológicos claves del sistema de producción animal bajo estudio: a) el crecimiento del forraje y los cambios estacionales en la oferta de alimento, b) el consumo de alimento bajo pastoreo, c) la transformación del alimento ingerido en leche, d) la extracción de leche de calidad (ordeñe). Consistió en la observación, recopilación y análisis de información y la realización de un diagnóstico del funcionamiento de cada proceso. Adicionalmente, se desarrollaron tres módulos productivos a) crianza y engorde de terneros, b) producción de queso y c) producción de biogas. Se realizaron 51 visitas formales a la Escuela entre agosto 2009 – mayo 2012, el 15% del tiempo se invirtió en tareas de organización y coordinación de actividades con los docentes de la escuela y operarios del tambo y el resto se destinó al trabajo en el aula y de campo. El cronograma de actividades estuvo de acuerdo con la estacionalidad de los procesos biológicos y con el trabajo de campo realizado. El trabajo práctico fortaleció el uso de conocimientos y motivó el interés de los destinatarios por participar en el proceso productivo. Esto se reflejó en el compromiso asumido con el desarrollo de los módulos y el interés puesto en las tareas realizadas en el tambo (ej.: ordeñe). El grupo de voluntarios estuvo conformado por 20 alumnos y 8 docentes, con un máximo de cinco voluntarios y al menos un docente en cada visita. Las dificultades iniciales asociadas al desconocimiento del entorno y falta de experiencia del grupo de voluntarios fueron superadas con éxito. El acceso a la escuela y el trabajo de campo se vieron afectados por las condiciones ambientales y condicionaron tanto el número como la frecuencia de intervenciones. La articulación docencia – extensión enriqueció y nutrió el intercambio entre actores (escuela, universidad, productor)

Interventions for the treatment of oral cavity and oropharyngeal cancer:chemotherapy

<b>Background:</b> Oral cavity and oropharyngeal cancers are frequently described as part of a group of oral cancers or head and neck cancer. Treatment of oral cavity cancer is generally surgery followed by radiotherapy, whereas oropharyngeal cancers, which are more likely to be advanced at the time of diagnosis, are managed with radiotherapy or chemoradiation. Surgery for oral cancers can be disfiguring and both surgery and radiotherapy have significant functional side effects, notably impaired ability to eat, drink and talk. The development of new chemotherapy agents, new combinations of agents and changes in the relative timing of surgery, radiotherapy, and chemotherapy treatments may potentially bring about increases in both survival and quality of life for this group of patients.<p></p> <b>Objectives:</b> To determine whether chemotherapy, in addition to radiotherapy and/or surgery for oral cavity and oropharyngeal cancer results in improved survival, disease free survival, progression free survival, locoregional control and reduced recurrence of disease. To determine which regimen and time of administration (induction, concomitant or adjuvant) is associated with better outcomes.<p></p> <b>Search strategy:</b> Electronic searches of the Cochrane Oral Health Group's Trials Register, CENTRAL, MEDLINE, EMBASE, AMED were undertaken on 28th July 2010. Reference lists of recent reviews and included studies were also searched to identify further trials.<p></p> <b>Selection criteria:</b> Randomised controlled trials where more than 50% of participants had primary tumours in the oral cavity or oropharynx, and which compared the addition of chemotherapy to other treatments such as radiotherapy and/or surgery, or compared two or more chemotherapy regimens or modes of administration, were included.<p></p> <b>Data collection and analysis:</b> Trials which met the inclusion criteria were assessed for risk of bias using six domains: sequence generation, allocation concealment, blinding, completeness of outcome data, selective reporting and other possible sources of bias. Data were extracted using a specially designed form and entered into the characteristics of included studies table and the analysis sections of the review. The proportion of participants in each trial with oral cavity and oropharyngeal cancers are recorded in Additional Table 1.<p></p> <b>Main results:</b> There was no statistically significant improvement in overall survival associated with induction chemotherapy compared to locoregional treatment alone in 25 trials (hazard ratio (HR) of mortality 0.92, 95% confidence interval (CI) 0.84 to 1.00). Post-surgery adjuvant chemotherapy was associated with improved overall survival compared to surgery +/- radiotherapy alone in 10 trials (HR of mortality 0.88, 95% CI 0.79 to 0.99), and there was an additional benefit of adjuvant concomitant chemoradiotherapy compared to radiotherapy in 4 of these trials (HR of mortality 0.84, 95% CI 0.72 to 0.98). Concomitant chemoradiotherapy resulted in improved survival compared to radiotherapy alone in patients whose tumours were considered unresectable in 25 trials (HR of mortality 0.79, 95% CI 0.74 to 0.84). However, the additional toxicity attributable to chemotherapy in the combined regimens remains unquantified.<p></p> <b>Authors' conclusions:</b> Chemotherapy, in addition to radiotherapy and surgery, is associated with improved overall survival in patients with oral cavity and oropharyngeal cancers. Induction chemotherapy is associated with a 9% increase in survival and adjuvant concomitant chemoradiotherapy is associated with a 16% increase in overall survival following surgery. In patients with unresectable tumours, concomitant chemoradiotherapy showed a 22% benefit in overall survival compared with radiotherapy alone.<p></p&gt