Made available in DSpace on 2016-04-27T16:58:34Z (GMT). No. of bitstreams: 1 Wellington Zarur Viana Vieira.pdf: 1254992 bytes, checksum: e112a7896a76c8716dbb161cf2711dec (MD5) Previous issue date: 2007-10-24 / This work is inserted in Project AProvaME Argumentation and proof in School Mathematics - it has the objective of to do a map of conceptions about students and adolescent s argumentation and proof in schools at State of São Paulo, how this the preparation, application and valuation of the learning situations. To that we expose one sequence of activities that broach Spatial Geometry Concepts, how parallelism and perpendicularity. This sequence of activities was applied to six students age between 14 and 16 years in a State Public School, with the objective of to contribute to the development these students when they are inserted in a argumentation and proof s context on Mathematics. How assistance in this process, we used the software Cabri-Géomètre, with the hypothesis that this could to give a support to visualization of the object in study. The analysis presents that, though the students hadn t searched a level of intellectual proof. There was an important advance on search proprieties and pertinent elements of the figure to justify their answers. The situations woke-up a visible interest on the students, permitting to discuss some aspects that have to be considered in the elaboration of a Geometry proof, related principally the interference of the spatial elements of figural representation / Este trabalho está inserido no Projeto AProvaME Argumentação e Prova na Matemática Escolar que têm o objetivo de fazer um mapeamento das concepções sobre argumentação e prova de alunos adolescentes em escolas do Estado de São Paulo, bem como a elaboração, aplicação e avaliação de situações de aprendizagem sobre prova. Para isto, apresentamos uma seqüência de atividades que abordam conceitos da Geometria Espacial, em particular envolvendo paralelismo e perpendicularismo. Esta seqüência foi elaborada e aplicada a seis alunos (14-16 anos) de uma Escola Pública Estadual, com o objetivo de contribuir para o desenvolvimento desses alunos quando inseridos num contexto de argumentação e prova em Matemática. Como auxilio neste processo, usamos o software Cabri-Géomètre, com a hipótese de que este poderia dar suporte à visualização dos objetos em estudo. As análises mostram que, embora os alunos não tenham atingido um nível de prova intelectual, houve um avanço significativo na identificação de propriedades e elementos pertinentes das figuras para justificar suas respostas. As situações despertaram um visível interesse nos alunos, permitindo discutir alguns aspectos que devem ser considerados na elaboração de uma prova em Geometria, relacionados principalmente à interferência de elementos espaciais das representações figurais

Orientador: Prof. Dr. André Ricardo Oliveira da Fonseca / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2014. / Our work aims to make a brief study on polyhedrons, focusing specially on solid platonics. First, we will present the historical moment in which this topic was discussed, as well as mention the mathematicians who contributed to the first studies about it. Then, we will explain what are regular polygons, dihedral angle and regular polyhedron. We will also discuss the reasons why there are only five solid platonics and we will demonstrate the Euler Characteristics, through induction. We will provide sample activities, which can be used in classrooms, in order to in uence positivetly the learning process of students. Therefore, such students will be able to better learn and understand the content, rather than just decorating the \formulas". We will also show an intuitive idea of calculating the area and volumes of solid platonics, which is something rarely demonstrated in textbooks. Further on, we will demonstrate how this topic is presented by the National Curriculum Parameters \Parâmetros Curriculares Nacionais (PCN)", and relate it to how it is developed and and taught since the first years of schools until the second year of High School, time in which this topic is more deeply studied. There are sample questions, which can be found in national examinations, such as Saresp (São Paulo's government exam) and ENEM (Federal government exam). Throughout this work you will be able to see imagens that were taken during a project envolving students from a second High School year, which was taken place a public school.

Made available in DSpace on 2016-06-02T20:29:27Z (GMT). No. of bitstreams: 1 6311.pdf: 6136932 bytes, checksum: 61ddcfd9f2becb52bf53455a06dd1ced (MD5) Previous issue date: 2014-04-15 / Financiadora de Estudos e Projetos / This paper presents a didactic proposal for Spatial Geometry classes in High School. We were taken to create this proposal from our experience as a teacher, when we observed that the study of this content requires experimentation and contextualization activities. The study of the Spatial Geometry is of great importance in High School. It contributes to the development of the capacity of abstraction, solving practical problems of everyday life and helps to acquire skills to estimate and compare results, recognize properties of geometric shapes, calculate areas, volume and working with different units of measure. Our work uses as motivation the problem of constructing a silo for grain storage, for this it is necessary to compare the volumes of the prisms with triangular, square and hexagonal base and of the cylinder without the cover, height and total area of the fixed surface to choose the format representing the highest volume. Our work is not intended to define or obtain formulas to calculate areas and volumes. The main focus of this work is to develop the ability to manipulate these formulas and other knowledge, such as solving quadratic equation, using the Pythagorean theorem, and correctly use the calculator to solve a practical problem. This activity has been applied to three classes of Second Grade High School students in a State School of São Paulo in Agudos town. For this purpose two classes of 100 minutes were used. The pupils enjoyed the activity that was carried out in groups of three and the lesson was without complications. This is a didactic sequence that does not require many resources and may be useful for teachers who want to work the theme in context. Our proposal adopts suggestions from the National Curricular Parameters (NCP) and we believe that can be used by fellow teachers, to which our product is available. / Este trabalho apresenta uma proposta didática para aulas de Geometria Espacial no Ensino Médio. Fomos levados a criar essa proposta a partir de nossa experiência como professor, quando observamos que o estudo desse conteúdo necessita de atividades de experimentação e contextualização. O estudo da Geometria Espacial é de grande importância no Ensino Médio. Contribui para o desenvolvimento da capacidade de abstração, resolução de problemas práticos do quotidiano, e ajuda a adquirir habilidades como estimar e comparar resultados, reconhecer propriedades das formas geométricas, calcular áreas, volumes e trabalhar com diferentes unidades de medida. Nosso trabalho usa como motivação o problema de construir um silo para armazenamento de grãos, para isso é preciso comparar os volumes dos prismas de base triangular, quadrada, hexagonal e do cilindro, sem a tampa, altura e área total da superfície fixa para escolher o formato que apresente o maior volume. Nosso trabalho não tem o objetivo de definir ou obter fórmulas para calcular áreas e volumes. O foco principal deste trabalho é desenvolver a capacidade de manipular tais fórmulas e outros conhecimentos, como por exemplo, resolver equações do segundo grau, utilizar o teorema de Pitágoras e utilizar corretamente a calculadora para resolver um problema prático. Esta atividade foi aplicada em três turmas da segunda série do Ensino Médio de uma escola da Rede Estadual de Ensino de São Paulo em Agudos. Para isso foram utilizadas duas aulas de 100 minutos. Os alunos gostaram da atividade que foi realizada em grupos de três e a aula transcorreu sem complicações. Trata-se de uma sequência didática que não requer muitos recursos e pode ser útil para os professores que pretendam trabalhar o tema de maneira contextualizada. Nossa proposta adota sugestões dos Parâmetros Curriculares Nacionais (PCN) e acreditamos que pode ser utilizada por colegas professores, aos quais nosso produto está disponível.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-03-28T12:29:14Z No. of bitstreams: 1 arquivototal.pdf: 800250 bytes, checksum: 42e76ab05ea580b4fd24a3312b9b4212 (MD5) / Made available in DSpace on 2016-03-28T12:29:14Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 800250 bytes, checksum: 42e76ab05ea580b4fd24a3312b9b4212 (MD5) Previous issue date: 2014-08-29 / In this work we present a study of the regular polyhedra, comparing and discussing the concepts and de nitions given in the study of regular polyhedra in textbooks most widely used in Brazilian high schools. We prove the theorem of Euler, we calculate surface areas and volumes of regular polyhedra. Finally, we present some mathematical software that can be used by students and mathematics teachers in the spatial geometry classes as auxiliary material in the teaching and learning of this subject in the classroom. / Neste trabalho apresentamos um estudo sobre os poliedros regulares, comparando e discutindo os conceitos e as de nições que são dadas no estudo dos poliedros regulares nos livros didáticos mais utilizados nas escolas brasileiras de Ensino Médio. Provamos o teorema de Euler, calculamos áreas de superfícies e os volumes dos poliedros regulares. Por m, apresentamos alguns softwares matemáticos que podem ser utilizados pelos alunos e professores de Matemática nas aulas de geometria espacial como material auxiliar no processo de ensino e aprendizagem deste tema em sala de aula.

Une cellule reçoit et intègre une multitude de signaux physiques et biochimiques. Elle est capable de sentir et de répondre à ces signaux de sorte que ses fonctions s’accordent avec son environnement. Si l’intégration de ces signaux est hautement régulée par des voies de signalisation et de rétroaction, certaines étapes semblent résulter de processus d’auto-organisation géométrique et mécanique du réseau d’actine. Il est capable de s’auto-assembler et d’adopter différentes architectures. Celles-ci sont autant de modules qui coexistent dans la cellule avec une claire ségrégation spatiale et fonctionnelle. Notamment, le cytosquelette d’actine participe à l’intégration des signaux encodés par la matrice extracellulaire. Cette intégration suppose entre autre, une régulation des forces de tension entre la cellule et son environnement impliquant le cytosquelette d’actine, les adhésions cellulaire et la matrice. Afin d’explorer ces mécanismes, nous avons eu recours à des techniques avancées de micropatterning, de mesure de force de traction cellulaire et de microdissection laser. Nous avons ainsi montré en réprimant l’expression de l’ alpha-actinine, une des principales protéines de réticulation du cytosquelette d’actine, que la connectivité du réseau d’actine était essentielle à l’intégration des signaux émanant de la matrice extracellulaire. Elle participe à l’évaluation de la rigidité de la matrice et au mécanisme de migration dirigé haptotactique. Elle participe donc potentiellement aux mécanismes de différentiation cellulaire et au maintien de la polarité cellulaire. Dans le même esprit nous avons pris part à une étude portant sur l’organisation et la maturation des adhésions cellulaires, en participant à la caractérisation d’une protéine d’adhésion Kank2. Nous avons ainsi pu démontrer le rôle essentiel de cette protéine dans le phénomène de rigidity sensing. L’ensemble de l’étude ayant montré l’implication de cette protéine dans le processus de maturation des adhésions cellulaires et de mécano-transduction. / Cells sense and integrate a wealth of mechanical and biochemical signals. Signal integration is part of a process, which ensures that cellular functions are in accordance with the extracellular environment. While these processes are highly regulated by biochemical and mechanical signalling and feedback loops, some of the fundamental processes appear to rely on actin cytoskeleton autoassembly giving raise to modules with defined geometrical and mechanical properties. Thus the actin cytoskeleton is a modular architecture, and the modules co-exist within the cell with spatial and functional specificity. The actin cytoskeleton, notably, is involved in cell/matrice signalling. This interaction relies mainly on mechanical signalling involving the actin cytoskeleton, cell/matrix adhesions and the extracellular matrix. To characterize these mechanisms we took advantage of advanced micropatterning techniques, traction force measurements and laser microdissection. By downregulating the expression of α-actinin, one of the main actin crosslinking proteins, we demonstrated that actin cytoskeleton connectivity is essential for proper integration of cell/matrix signalling. Connectivity is essential for rigidity sensing and haptotaxis by ensuring balanced force distribution through the whole cell. Therefore connectivity might be crucial for cell differentiation processes and cellular polarity. Further, in the context of a collaborative project, we have contributed to the characterization of a novel cell adhesion protein, namely, Kank2. We showed, by traction force measurements, that this protein is essential for rigidity sensing. Globally this study demonstrated the implication of Kank2 in cell adhesion maturation and mecanotransduction.

[pt] Esta pesquisa explora a abordagem do Design em Parceria em situações inclusivas de ensino-aprendizagem com alunos com deficiência visual. São abordadas soluções para o ensino-aprendizagem alternativas àquelas voltadas apenas à visualidade, estimulando outros sentidos do corpo diferentes da visão. É desenvolvida uma pesquisa aplicada com abordagem qualitativa, incluindo um estudo exploratório – descritivo, envolvendo pesquisa bibliográfica e documental e pesquisa de campo, utilizando técnicas como observação participante, pesquisa-ação e metodologias do Design em Parceria. Um objeto tridimensional de ensino-aprendizagem que aborda conceitos da geometria espacial é elaborado em parceria com professores e alunos e experimentado por alunos deficientes visuais. Tal percurso metodológico foi escolhido por se mostrar adequado para compreender as práticas pedagógicas inclusivas e avaliar os obstáculos e as possibilidades vivenciadas nas situações de ensino-aprendizagem por professores e alunos em contextos de educação inclusiva. A abordagem do Design em Parceria busca incorporar à pesquisa as considerações de professores e alunos, priorizando suas vivências e experiências, tendo como base boas práticas educativas. / [en] This research explores the Partnership Design approach in inclusive teaching-learning situations with visually impaired students. It approaches teaching-learning solutions that are alternatives to those focused only on visualaspects, stimulating the body s senses other than sight. An applied research with qualitative approach is conducted with an exploratory - descriptive study, involvingbibliographic and documental research and field research, adopting techniques such as participant observation, action research and methodologies of Design in Partnership. A three-dimensional teaching-learning object that approaches concepts about spatial geometry it is elaborated in partnership with teachers and students and experimented by visually impaired students. This methodological approach was chosen for being adequate to understand inclusive pedagogical practices and evaluate the obstacles and possibilities experienced in teaching-learning situations by teachers and students in inclusive education contexts. The Partnership Design approach seeks to incorporate the considerations of teachers and students into the research, prioritizing their experiences, based on good educational practices.