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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Modelagem matem?tica cr?tica como atividade de ensino e investiga??o

SODR?, Gleison de Jesus Marinho 29 August 2013 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T19:11:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ModelagemMatematicaCritica.pdf: 1579902 bytes, checksum: 28aecfaa9374f751bacf55eabcbd7ce2 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-30T21:24:52Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ModelagemMatematicaCritica.pdf: 1579902 bytes, checksum: 28aecfaa9374f751bacf55eabcbd7ce2 (MD5) Made available in DSpace on 2017-05-30T21:24:52Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ModelagemMatematicaCritica.pdf: 1579902 bytes, checksum: 28aecfaa9374f751bacf55eabcbd7ce2 (MD5) Previous issue date: 2013-08-29 O objetivo desta pesquisa foi analisar contribui??es da modelagem matem?tica cr?tica como atividade de ensino e investiga??o para a matem?tica escolar. A pesquisa foi desenvolvida com alunos do primeiro ano do ensino m?dio. Os dados coletados por meio de registros fotogr?ficos e conceituais apontaram encaminhamentos significativos para al?m da constru??o do conhecimento matem?tico, ao mobilizarem os alunos em debates e discuss?es a partir de uma quest?o com diferentes modelos matem?ticos postos em concorr?ncia, revelando concomitantemente o papel do sujeito na constru??o de ?realidades?, detidamente por meio do uso da regra de tr?s para valida??o ou n?o do modelo, pertinente ao ensino da matem?tica escolar, que corroborou aos anseios da Educa??o Matem?tica Cr?tica. The objective of this research was analize contributions of critic moddeling mathematic as learning activity and investigation for school math. The research was developed by students of high school first grade. The collected files by photographer registers and conceptual aim significants ways to beyound the math knowledge construction, to mobilize the students in debates ans discussions from a question with differents math models put in competition, showing concomitantly, the subject play in construction of ?realities?, closely by the use of rule of three way to validation or not of the model, relevant of school learning math,that collaborated to yearnings of Critic Math Education.
2

A escolha do tema em livros de modelagem matem?tica

OLIVEIRA, Luiz Antonio Ribeiro Neto de 9 April 2015 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T19:17:50Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EscolhaLivrosModelagem.pdf: 394924 bytes, checksum: 51c010e353c44002dcdf3143c005c3d6 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-31T11:16:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EscolhaLivrosModelagem.pdf: 394924 bytes, checksum: 51c010e353c44002dcdf3143c005c3d6 (MD5) Made available in DSpace on 2017-05-31T11:16:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EscolhaLivrosModelagem.pdf: 394924 bytes, checksum: 51c010e353c44002dcdf3143c005c3d6 (MD5) Previous issue date: 2015-04-09 Nesta pesquisa, objetivamos, primeiramente, identificar os destaques sobre a escolha do tema em Modelagem Matem?tica na Educa??o Matem?tica contidos em livros que tratam acerca de Modelagem Matem?tica, publicados ou reimpressos na segunda d?cada deste s?culo. Ap?s a identifica??o, recortamos par?grafos sobre escolha do tema encontrados nestes livros e, por interm?dio do processo conhecido como an?lise de discurso, obtivemos unidades de significado e categorias. Finalmente, discutimos e integramos as ideias agrupadas em categorias, e isto gerou a apresenta??o de uma perspectiva para a escolha do tema em Modelagem Matem?tica na Educa??o. In this survey, we aimed, first, identified the highlights on the Choice of theme in Mathematical Modeling in Mathematics Education contained in books dealing about Mathematical Modeling, published or reprinted in the second decade of this century. After identification, we cut out paragraphs on choice of theme found in these books and, through the process known as discourse analysis, we obtained significance units and categories. Finally, we discuss and integrate the ideas grouped into categories, and this we led to the presentation of a perspective for the choice of theme in Mathematical Modeling.
3

Saberes de professores formadores e a pr?tica de forma??o para a doc?ncia em matem?tica nos anos iniciais de escolaridade Knowledge of teachers trainers of teachers and the practical training for teaching mathematics in the early years of elementary school

MANFREDO, Elizabeth Cardoso Gerhardt 4 September 2013 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T18:57:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SaberesProfessoresFormadores.pdf: 1723032 bytes, checksum: 6e7894ddabbb2bd36558e6ff5b8be0e4 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-25T21:53:03Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SaberesProfessoresFormadores.pdf: 1723032 bytes, checksum: 6e7894ddabbb2bd36558e6ff5b8be0e4 (MD5) Made available in DSpace on 2017-05-25T21:53:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_SaberesProfessoresFormadores.pdf: 1723032 bytes, checksum: 6e7894ddabbb2bd36558e6ff5b8be0e4 (MD5) Previous issue date: 2013-09-04 Saberes de professores formadores em trajet?rias de vida e a forma??o para a doc?ncia em matem?tica nos anos iniciais de escolaridade ? objeto desta pesquisa narrativa apoiada em Connelly; Clandinin (2008); Benjamin (1994); Gon?alves (2011) e outros. A partir da literatura de saberes e conhecimentos profissionais docentes Tardif (2000, 2002); Tardif; Raymond (2000); Shulman (1986, 2005); Gauthier et al (2006), indago que saberes s?o constitu?dos ao longo das hist?rias de vida desses professores e como repercutem ou se expressam nas pr?ticas de forma??o para a doc?ncia em matem?tica de professores em forma??o inicial. Assim, investigo a constru??o e a express?o dos saberes ao longo de experi?ncias de vida e forma??o e que repercutem no pensar e conduzir as pr?ticas em contextos de forma??o para a doc?ncia em matem?tica de estudantes de pedagogia. A partir do di?logo com autores diversos e constructos acerca das hist?rias de vida e forma??o (N?VOA, 1992, 2000; MOITA, 2000), defendo que os saberes erigidos em cada trajet?ria delimitam formas de pensar e agir na pr?tica formadora. Tanto em narrativas, quanto no movimento de mobiliza??o h? repercuss?o de saberes numa sintonia biogr?fica e pragm?tica que possibilita uma forma??o para a doc?ncia com fei??es particulares definidoras de uma identidade formadora segundo cada hist?ria pessoal e os contextos formativos onde ocorrem. Foram meus interlocutores cinco professores universit?rios, efetivos de tr?s universidades localizadas em Bel?m-Pa, e que atuam como professores formadores em atividades curriculares relativas ? matem?tica, e se dispuseram a participar da pesquisa. As an?lises s?o constru?das a partir de question?rios e entrevistas semiestruturadas, notas de campo, observa??es de aulas, documentos diversos, e textos narrativos escritos pelos formadores. Recorro ? biografia de forma??o, atrav?s da hist?ria de vida, descrevendo e interpretando cen?rios ou experi?ncias de constitui??o dos saberes durante cada trajet?ria, delineando narrativamente tempos, espa?os, enredos, conflitos, personagens. Em an?lise apresento o caminhar singular de cada sujeito atrav?s de interpreta??es sucessivas e dial?gicas a partir do que emergem saberes impl?citos nas diversas manifesta??es declaradas ou caladas desde o in?cio da constitui??o dos saberes em meio ? socializa??o familiar, escolar e profissional no curso de licenciatura em matem?tica, evidenciando saberes nesses processos; bem como analisando processos ulteriores de socializa??o profissional em pr?ticas profissionais, frisando experi?ncias marcantes e recursivas, e por fim coroando a tessitura anal?tica sobre o objeto de tese discuto os saberes em movimento na a??o pedag?gica ou inclu?dos no processo de racioc?nio pedag?gico organizados em duas dimens?es do movimento formador para as quais convergem os diversos saberes constitu?dos nas trajet?rias investigadas: Saberes dos formadores relativos ao ensinar matem?tica e os relativos ? promo??o da forma??o para a doc?ncia em matem?tica. Tal movimento corrobora a tese de que o pensamento e a pr?tica do formador refletem suas cren?as, concep??es e aprendizagens em processos formativos que justificam op??es, posturas e abordagens assumidas e caracterizam um modelo did?tico e assim um modelo de forma??o profissional de professores para ensinar matem?tica nos anos iniciais de escolaridade. Knowledge of teachers trainers of teachers in life trajectory and the teaching mathematics in the early years of elementary school is the subject of this narrative research based Connelly, Clandinin (2008), Benjamin (1994), Gill (2011) and others authors. Source in the literature of knowledge and professional knowledge teachers Tardif (2000, 2002); Tardif, Raymond (2000), Shulman (1986, 2005), Gauthier et al (2006), I ask as knowledge are constructed along of life trajectory teachers trainers and how manifest themselves in training practices for teaching math of teachers in initial training. The research objective is examine the construction and expression of knowledge over life experiences and training that impact on thinking and develops the practices in preparation contexts of student for be the teacher of children. Based in the dialogue with authors and constructs about the life trajectory and training (N?VOA, 1992, 2000; MOITA, 2000) advocate that knowledge erected in each trajectory delimit ways of thinking and acting in the practices. In the narratives and us movement of mobilization there knowledge's repercussions in tune biographical and pragmatic that provides an education for teachers with particular defining features of training according to each personal history and training contexts where they occur. My interlocutors were five university professors from three universities located in Bel?m, Pa; who agreed to participate and work as teachers trainers of teachers in curricular activities related to mathematics. Analyses are constructed from questionnaires and semi-structured interviews, field notes, classroom observations, various documents, and narrative texts written by them. I interpret by life trajectory and professional training experiences the constitution of knowledge during each narrative outlining times in the spaces, plots, conflicts, characters. In the present analysis is presented the singularity each subject with through successive and dialogical interpretations that emerge from the implicit knowledge in the various manifestations silent or declared since the start of the acquisition of knowledge through the family, school and professional socialization in the degree course in mathematics, demonstrating knowledge in these processes; well as analyzing subsequent processes of professional socialization in professional practice, emphasizing striking and recursive experiments, and finally crowning the analytical texture about the object of the thesis discuss the pedagogical knowledge in motion or action included in the reasoning process pedagogical organized in two dimensions for which the maker movement converges for the diverse knowledge built in the trajectories investigated: knowledge of teachers trainers of teachers related to teaching mathematics and professional training for the teaching in mathematics. This movement supports the thesis that the thought and practice forming reflects their beliefs, conceptions and learning in formative processes justifying choices, attitudes and approaches taken and featuring making didactic model and is representing a model of professional training of teachers to teach mathematics in the early years of elementary school.
4

Educa??o matem?tica no Par?: genealogia, institucionaliza??o e tra?os marcantes

SILVA, Neivaldo Oliveira 12 March 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T19:06:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-26T16:05:58Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Made available in DSpace on 2017-05-26T16:05:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EducacaoMatematicaPara.pdf: 3782208 bytes, checksum: 540e36ff6cb0dc0f6be88b5cf9095f1e (MD5) Previous issue date: 2014-03-12 A presente pesquisa tem como tema a Educa??o Matem?tica no Par? e como objeto de investiga??o a an?lise das din?micas de sua constitui??o e, mais especificamente, sua origem, seu processo de organiza??o, difus?o, institucionaliza??o e caracteriza??o, tendo como refer?ncia os grupos de estudos e pesquisas que se organizaram no estado, seus contextos, suas ramifica??es assim como as produ??es realizadas na ?rea, principalmente sob a forma de disserta??es e teses. Minha inten??o ? analisar a Educa??o Matem?tica existente no Par?, buscando identificar suas formas de estrutura??o e organiza??o, al?m da an?lise da produ??o existente, no sentido de identificar ?nfases, tend?ncias, tra?os e caracter?sticas marcantes, capazes de dar indicativos do momento atual do seu processo de desenvolvimento. Inicio definindo a abordagem da pesquisa para, em seguida, fazer uma incurs?o epistemol?gica de modo a compreender a Educa??o Matem?tica como campo profissional e de pesquisa relacionado ? realidade e aos processos de ensino e aprendizagem. Para tal, tomo como refer?ncia ARAUJO (1980), CARVALHO (1991), BICUDO (1994) e FIORENTINI & LORENZATO (2006). De modo a contextualizar a pesquisa fa?o um breve percurso nos cen?rios da produ??o da Educa??o Matem?tica no Par?, com a men??o de aspectos hist?ricos e sociais da cidade de Bel?m e do Estado do Par?, incluindo as Universidades onde os grupos foram se organizando e de onde se originam as pesquisas levantadas e analisadas. Feito isso, descrevo a trajet?ria da Educa??o Matem?tica no Par?, sob a forma de genealogia, com um tra?ado que tem como refer?ncia inicial os resultados de pesquisa realizada anteriormente por mim para, em seguida, apresentar resultados que me possibilitam identificar um Movimento que tem como raiz principal o Grupo de Matem?tica que se formou no antigo Clube de Ci?ncias da UFPA, que funcionou como ponto de difus?o e dissemina??o de ideias e concep??es, al?m de se materializar como ponto de converg?ncia de estudiosos sobre o tema. Na continuidade, busco identificar caracter?sticas que me permitam afirmar que as a??es de Educa??o Matem?tica foram institucionalizadas no nosso contexto, o que confirmo com o estudo e, finalmente, busco interpretar para compreender o significado e os sentidos impl?citos ?s produ??es, em termos de organiza??o, classifica??o e infer?ncias, que se originam do Movimento delineado, apresentando resultados, sob a forma de estado da arte, que apontam para ?nfases nas ?reas tem?ticas Modelagem Matem?tica, Ensino/Aprendizagem de t?picos espec?ficos, Resolu??o de Problemas, Materiais did?ticos e meios de ensino, Forma??o de Professores, Etnomatem?tica e Educa??o de Jovens e Adultos. A diversidade de tem?ticas, a rela??o com a cultura local, assim como a conex?o entre elas come?am a emergir como tra?os que marcam a Pesquisa em Educa??o Matem?tica no Par?. This research theme is Mathematics education in Par? and at investigating the analysis of the dynamics of their formation and, more specifically, its origin, its process of organizing, diffusion, institutionalization and characterization, with reference to the study groups and surveys that were organized in the state, their contexts, as well as its ramifications productions made in the area, mainly in the form of dissertations and theses. My intention is to analyze the existing Mathematics Education in Par?, seeking to identify their ways of structuring and organization, and analysis of existing production, to identify emphases, trends, and striking traits, characteristics capable of giving indicative of the current moment of your process development. Start by defining the approach of research to then make an epistemological foray order to understand the mathematics education as a professional field and related to reality and to the processes of teaching and learning research. To do this, take as a reference Araujo (1980), Carvalho (1991) BICUDO (1994) and FIORENTINI & Lorenzato (2006). In order to contextualize the research make a brief journey through the scenarios of production of Mathematical Education in Par?, at the mention of historical and social aspects of the city of Bel?m and Par? State, including universities where groups have organized and where originate the research collected and analyzed. That done, I describe the history of mathematics education in Par?, in the form of genealogy, with a path whose initial reference the results of earlier research conducted by me to then present results that allow me to identify a movement whose taproot of Mathematics group that formed in the old club Sciences UFPA, which acted as point of dissemination and spread of ideas and concepts in addition to materialize as a focal point for scholars on the subject. Continuing, I attempt to identify characteristics that allow me to state that the actions of Mathematics Education were institutionalized in our context, which confirm to the study, and finally interpret seek to understand the meaning and the implicit meanings productions, in terms of organization, classification and inferences arising from the outlined Movement, presenting results in the form of state of the art, pointing to the thematic areas emphases Mathematical Modeling, teaching/Learning of specific topics, Troubleshooting, teaching materials and teaching aids, Teacher Training, Ethnomathematics and Adult Education. The diversity of themes, the relationship with the local culture, as well as the connection between them begin to emerge as traits that mark the Research in Mathematics Education in Par?.
5

A geometria das pinturas corporais e o ensino da geometria: um estudo da escola ind?gena Warara-Awa Assurin?, Tucuru?, PA

AMADOR, Aldenora Perrone 5 October 2015 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T19:27:38Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_GeometriaPinturasCorporais.pdf: 3104784 bytes, checksum: 0658ea751d5ca18948c5e95cfaa84a4e (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-29T14:34:06Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_GeometriaPinturasCorporais.pdf: 3104784 bytes, checksum: 0658ea751d5ca18948c5e95cfaa84a4e (MD5) Made available in DSpace on 2017-05-29T14:34:06Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_GeometriaPinturasCorporais.pdf: 3104784 bytes, checksum: 0658ea751d5ca18948c5e95cfaa84a4e (MD5) Previous issue date: 2015-10-05 Este trabalho de pesquisa ? um estudo sobre os aspectos geom?tricos da pintura corporal Assurin? e o seu uso no ensino da geometria, na Escola Ind?gena Warara awa Assurin?, da Aldeia Trocar?, em Tucuru?, Par?, a partir da pr?tica pedag?gica de duas professoras ind?genas da pr?pria aldeia. A pesquisa foi feita em duas turmas do ensino fundamental menor nas aulas de geometria com a inten??o de verificar-se a interse??o entre o conhecimento matem?tico e o ind?gena e tamb?m nas aulas de conhecimento tradicional, um dos momentos em que ? desenvolvida a pintura corporal. O interesse pelo tema se deu a partir da minha experi?ncia profissional de junho de 2006 at? agosto de 2011 na Secretaria Municipal de Educa??o do Munic?pio de Tucuru?, ao ter contato com a Educa??o Escolar Ind?gena. A pesquisa est? apoiada nas concep??es de D?Ambrosio (1990; 1997; 2002; 2011); Vergani (2007); Gerdes (1992); Sebastiani Ferreira (1993; 1994) e Almeida (2010). Considerando-se a pintura corporal como um dos importantes aspectos simb?licos da cultura Assurin?, e nessa rela??o, os determinantes culturais da geometria das pinturas, como esses elementos s?o considerados nas aulas de matem?tica, em particular no ensino da geometria, no ensino fundamental menor, por ser a porta de entrada da crian?a na escola. A partir das pr?ticas pedag?gicas das professoras ind?genas na escola, fez-se com base na Etnomatem?tica, uma reflex?o sobre o ensino da geometria e a geometria das pinturas corporais. Ao fazer-se um estudo comparativo das pr?ticas das professoras, observou-se dois percursos did?ticos, um que valoriza e utiliza os aspectos da cultura ind?gena, e outras que dissocia no ensino esses aspectos. Nesse sentido, o estudo aponta possibilidades de ensino da geometria escolar a partir da geometria das pinturas, por ser este um dos importantes aspectos simb?licos da cultura Assurin?, e no Ensino Fundamental Menor por ser a porta de entrada da crian?a ind?gena na Escola. Isso implica na ressignifica??o das aulas de geometria, com a valoriza??o da hist?ria cultura ind?gena dessa etnia, favorecendo a contextualiza??o dos saberes ind?genas no ensino da Matem?tica, assim como em articula??o com as outras ?reas de conhecimento. This research is a study on the geometric aspects of Assurin? body painting and its use in geometry teaching, in Indigenous School Warara awa Assurin?, the Trocar? Village in Tucuru?, Par?, from the pedagogical practice of two indigenous teachers of their own village. The survey was conducted in two groups of lower elementary school in geometry lessons with the intention to verify the intersection between mathematical knowledge and indigenous and traditional knowledge also in classes, one of the times when the body painting is developed. Interest in the subject was given from my professional experience from June 2006 until August 2011 at the Municipal Office of the City of Tucuru? Education, have contact with the Indigenous Education. The research is supported by the views of D'Ambrosio (1990; 1997; 2002; 2011); Vergani (2007); Gerdes (1992); Sebastiani Ferreira (1993, 1994) and Almeida (2010). Considering the body painting as an important symbolic aspects of Assurin? culture, and in this respect, the cultural determinants of the geometry of the paintings, as these elements are considered in math classes, particularly in the teaching of geometry in the lower elementary school, to be the child's gateway to the school. From the pedagogical practices of indigenous teachers at the school, was made based on Ethnomathematics, a reflection on the teaching of geometry and the geometry of the body painting. By doing a comparative study of the practices of the teachers, there are two educational paths, one that values and uses aspects of indigenous culture, and others that dissociates in teaching these aspects. In this sense, the study points out of school geometry teaching opportunities from the geometry of the paintings, because this is an important symbolic aspects of Assurin? culture, and in Elementary Education Minor for being indigenous child's gateway to the School. This implies the redefinition of geometry classes, with the appreciation of the history indigenous culture of this ethnic group, favoring the context of indigenous knowledge in the teaching of mathematics, as well as in conjunction with other areas of knowledge.
6

Concep??es de significado: implica??es no ensino da matem?tica na alfabetiza??o

SILVA, Carlos Evaldo dos Santos 20 March 2015 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T19:41:28Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ConcepcoesSignificadoImplicacoes.pdf: 1213611 bytes, checksum: 06328b3aa4eb2e7932c3e68b40fc0cb6 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-29T16:12:47Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ConcepcoesSignificadoImplicacoes.pdf: 1213611 bytes, checksum: 06328b3aa4eb2e7932c3e68b40fc0cb6 (MD5) Made available in DSpace on 2017-05-29T16:12:47Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ConcepcoesSignificadoImplicacoes.pdf: 1213611 bytes, checksum: 06328b3aa4eb2e7932c3e68b40fc0cb6 (MD5) Previous issue date: 2015-03-20 Discutir sobre as implica??es que a concep??o de linguagem tem no ensino da matem?tica na alfabetiza??o ? o objetivo deste trabalho. Para isso, nos apoiaremos nas compreens?es sobre o significado da linguagem presentes na segunda filosofia de Ludwig Wittgenstein. Na busca em atribuir significado ? linguagem matem?tica encontramos duas perspectivas: uma compreende a linguagem como mera representa??o de objetos do mundo, sejam eles reais, ideais ou mentais, ou seja, seu significado estaria nesses entes extralingu?sticos ? a referencial; a outra, delega ? linguagem o papel de protagonista, considerando-a como elemento constituinte do mundo, que carrega em si o seu significado ? a pragm?tica. ? esta ?ltima que dissolve, a nosso ver, as confus?es pedag?gicas existentes no ensino da matem?tica e que nos d? melhores respostas aos problemas relativos ? significa??o do conhecimento dessa disciplina. Nossa pesquisa emp?rica se deu com uma professora alfabetizadora da rede Municipal de Educa??o de Bel?m em momentos em que pudemos observar sua atua??o em sala de aula e numa entrevista que nos possibilitaram compreender suas concep??es sobre a linguagem e que confus?es seriam decorrente delas. Constatamos que a concep??o referencial ? dominante e que tr?s importantes confus?es s?o presentes: a primeira ? atribuir a uma regra necessariamente uma fun??o descritiva; a segunda consiste em n?o considerarmos os diversos jogos de linguagem que comp?em o cotidiano da sala de aula; e a ?ltima ? o apelo para que deixemos o ensino tradicional, pautado numa pr?tica supostamente ?mec?nica? e ?passiva?, por um ensino que proporcione a ?autonomia? de nossas crian?as, permitindo que elas possam construir naturalmente seu conhecimento, descaracteriza e desvaloriza a principal fun??o do professor, que ? ensinar. Discuss the implications of the language design have in teaching mathematics literacy is the goal of this work. For this, we will support the understandings of the meaning of language present in the second philosophy of Ludwig Wittgenstein. In seeking to attribute meaning to the mathematical language we found two perspectives: one understands the language as mere representation of objects in the world, whether real, imaginary or mental, that is, its meaning would be those loved extralinguistic - referential; the other delegates to the language the starring role, considering it as a constituent element of the world, which carries in it its meaning - the pragmatic. It is the latter that dissolves, in our view, the existing confusion in the teaching of mathematics education and that gives us better answers to the problems concerning the significance of knowledge of this discipline. Our empirical research took place with a literacy professor at the Rede Municipal de Educa??o de Bel?m times when we have seen his performance in the classroom and in an interview that enabled us to understand their views on language and that confusion would result from them. We note that the reference design is dominant and that three major confusions are present: the first is to assign a rule necessarily a descriptive function; the second is to not consider the various language games that make up the daily life of the classroom; and the last is the call to leave the traditional teaching, based on a supposedly practical "mechanics" and "passive" by a school that provides the "autonomy" of our children, enabling them to be naturally build your knowledge, and devalues mischaracterizes the main function of the teacher who is teaching.
7

O processo de constru??o de sequ?ncia did?tica como (pro)motor da educa??o matem?tica na forma??o de professores

COSTA, Dailson Evangelista 14 November 2013 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T19:44:50Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProcessoConstrucaoSequencia.pdf: 3703095 bytes, checksum: 2060ae5ab4cbd4a92296fcf8b5b3db37 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-29T16:47:33Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProcessoConstrucaoSequencia.pdf: 3703095 bytes, checksum: 2060ae5ab4cbd4a92296fcf8b5b3db37 (MD5) Made available in DSpace on 2017-05-29T16:47:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProcessoConstrucaoSequencia.pdf: 3703095 bytes, checksum: 2060ae5ab4cbd4a92296fcf8b5b3db37 (MD5) Previous issue date: 2013-11-14 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior Esta pesquisa se insere no contexto da forma??o de professores que ensinam Matem?tica. Tem como objetivo geral compreender em quais aspectos o processo de constru??o de sequ?ncia did?tica, ? luz da Educa??o Matem?tica, pode se constituir como um mecanismo de forma??o do professor de Matem?tica na perspectiva de evidenciar as caracter?sticas formativas relacionadas ao desenvolvimento da base para o conhecimento docente e do professor reflexivo. As principais ?ncoras te?ricas relacionadas ? Educa??o Matem?tica e ? Forma??o de Professores que d?o sustenta??o a esta pesquisa baseiam-se em Fiorentini & Lorenzato (2009), Mendes (2009), Lorenzato (2009), Zabala (1998), Sch?n (1983, 1992, 2000), Shulman (1986, 1987), Brasil (1996, 1998). Os encaminhamentos metodol?gicos fundamentam-se em uma abordagem de cunho qualitativo, enfatizando o processo que permitiu a constru??o das atividades pelos professores em forma??o. O argumento metodol?gico central sustenta-se na possibilidade de gerar subs?dios para discutir os processos de forma??o de professores, levando em considera??o as possibilidades de articula??es entre teoria e pr?tica que o processo de constru??o de sequ?ncia did?tica pode promover. O l?cus da pesquisa deu-se durante a disciplina Tend?ncias Metodol?gicas em Educa??o Matem?tica que teve como participantes 4 (quatro) alunos-professores ingressos do curso de Especializa??o em Educa??o Matem?tica (lato sensu), do Instituto de Educa??o Matem?tica e Cient?fica, da Universidade Federal do Par?. O material emp?rico foi organizado e analisado atrav?s das interpreta??es das a??es manifestadas em: (a) question?rios, (b) transcri??o de registros videogr?ficos do processo de constru??o da sequ?ncia did?tica, (c) relatos dos dias e (d) relat?rio final. As an?lises foram organizadas em seis momentos, os quais revelam o percurso tra?ado pelos sujeitos da pesquisa. Os resultados evidenciam que o processo de constru??o de sequ?ncia did?tica (PCSD) pode se constituir como um mecanismo para a forma??o do professor de Matem?tica nos seguintes aspectos que promovem: (1) a Educa??o Matem?tica, (2) o professor reflexivo, (3) as tend?ncias metodol?gicas em Educa??o Matem?tica, (4) a articula??o com os PCN e com a LDB, (5) a articula??o entre Teoria e Pr?tica, (6) o professor pesquisador, (7) o conhecimento pedag?gico geral, (8) o conhecimento espec?fico do conte?do, (9) o conhecimento pedag?gico do conte?do, (10) o conhecimento proposicional, (11) a necessidade de um momento te?rico e pr?tico, (12) a necessidade da presen?a e interfer?ncia do Educador Matem?tico (promovendo reflex?o). This research is part of the training of teachers of Mathematics. The overall objective is to understand aspects in which the process of building didactic sequence, in light of the Mathematics Education, was established as a mechanism for training teachers of mathematics in the perspective of show formative characteristics related with the development of base for the knowledge of teaching staff and reflective teacher. The theoretical anchors related to Mathematics Education and Teacher Training that sustain this research, is based in Lorenzato & Fiorentini (2009), Mendes (2009), Lorenzato (2009), Zabala (1998), Sch?n (1983, 1992, 2000), Shulman (1986, 1987) Brazil (1996, 1998, 1999). The methodological referral defined based on an approach, emphasizing the process that allowed the construction of activities for teachers in training. The central methodological argument is sustained by the possibility of generate subsides to discuss the processes of teacher training bearing in account the possibilities of articulations between theory and practice in the process of building didactic sequence can promote. The locus of the research was given during the discipline Methodological Trends in Mathematics Education which was attended by students and teachers of Specialization Course in Mathematics Education (lato sensu) of the Institute of Mathematics and Science Education, Federal University of Par?. The empirical material was collected through interpretations of the actions that were manifested in: (a) questionnaires, (b) transcription videographic records of the construction of the didactic sequence, (c) reports of days and (d) final report. The analyzes were organized in six times in which these reveals the path traced by the research subjects. Results show that the process of constructing didactic sequence (CSDP) constitutes as a mechanism for the formation of the mathematics teacher in the following aspects: promotes (1) Mathematics Education, (2) the reflective teacher, (3) methodological tendencies in mathematics education, (4) articulation with the PCN and the LDB, (5) the articulation between Theory and Practice, (6) the teacher researcher, (7) the general pedagogical knowledge, (8) the specific knowledge of the content, (9) the pedagogical content knowledge, (10) propositional knowledge, (11) needs a practical moment, (12) needs the presence and interference of Mathematical Educator (by promoting reflection).
8

Surdez, bilinguismo e educa??o matem?tica: um (novo?) objeto de pesquisa na educa??o de surdos

WANZELER, Edson Pinheiro 9 December 2015 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T19:52:21Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurdezBilinguismoEducacao.pdf: 1502547 bytes, checksum: 4ccf11dfdaf3f886a1d60a18fff1212f (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-30T19:08:06Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurdezBilinguismoEducacao.pdf: 1502547 bytes, checksum: 4ccf11dfdaf3f886a1d60a18fff1212f (MD5) Made available in DSpace on 2017-05-30T19:08:06Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurdezBilinguismoEducacao.pdf: 1502547 bytes, checksum: 4ccf11dfdaf3f886a1d60a18fff1212f (MD5) Previous issue date: 2015-12-09 A constante busca por uma educa??o para todos tem garantido diferentes movimentos sociais, emergentes nas diversas esferas da sociedade, que almejam este direito constitucional, seja por for?a de lei ou por uma quest?o de consci?ncia social. E esses movimentos, tamb?m se fazem presentes ao que tange o ensino de matem?tica com qualidade e para qualquer constructo social. Neste direcionamento, elegemos como fonte de nossos anseios, para esta pesquisa, o ensino de matem?tica para surdos, no qual os constructos sociais surdos s?o contemplados pelas pesquisas em educa??o matem?tica por v?rios pesquisadores, que buscam de forma consciente ou inconsciente garantir uma intera??o bil?ngue para esses sujeitos a partir de propostas metodol?gicas nas diferentes abordagens da pesquisa acad?mica. Sendo assim, partindo desse pressuposto, o presente estudo tem por objetivo discutir algumas as rela??es inerentes a Educa??o Matem?tica e a Educa??o de Surdos, a luz da cidadania e do bilinguismo, em disserta??es de programas (cursos) de P?s-gradua??es stricto sensu em ?Educa??o Matem?tica? nas regi?es Norte e Nordeste do Brasil, entre os anos de 2006 e 2014. Pois, encontramos em muitos discursos, formais e informais, relacionados ao ?n?o aprendizado? da matem?tica o pressuposto que o conte?do ? dif?cil, ou que o profissional n?o conhece a l?ngua de sinais, ou ainda que o ensino n?o ? bil?ngue. Todavia, ao focarmos nestas pesquisas, encontramos comunica??o e um aprendizado nos resultados apresentados, o que merece um consider?vel destaque ao pesquisador. Nesta senda, este estudo de abordagem qualitativa foi constru?do a partir de pesquisa bibliogr?fica, apoiada em autores como, por exemplo, Goldfeld (2002), Luchesi (2008), Paulo e Alexandrino (2010), Naufel (2002), Brasil (1988; 2002; 2005), Fiorin (2013), Dubois et al. (1997-1998), D?Ambrosio (1986; 2008), entre outros que contribu?ram significativamente para esse di?logo. E o caminho percorrido, que vai de uma reflex?o a matem?tica para todos, passando pelo reconhecimento cidad?o surdo e o que seria o bilinguismo no Brasil, aponta que as pesquisas realizadas no ?mbito da Educa??o Matem?tica e Educa??o de Surdos est?o intimamente ligadas ?s concep??es sociais e educacionais adotadas pelos pesquisadores que visualizam o surdo para al?m da caracter?stica cl?nica, e sim de um cidad?o de direitos. The constant quest for an all-inclusive education has generated several social movements from the various spheres of society which aim for this constitutional right, either by law or as a matter of social conscience. These movements are also setting trends with respect to the teaching of mathematics with quality and within any social construct. With this direction in mind, we chose this research to be aimed at the teaching of mathematics for the deaf, in which the deaf social constructs covered by several researchers seeking consciously or unconsciously to ensure a bilingual interaction to these subjects based on methodological proposals in the different approaches of academic research. Thus, under this assumption, the present study aims to discuss some inherent relations in Mathematics Education and the Education of the Deaf, in light of citizenship and bilingualism in strict Postgraduate courses in mathematics education in the North and Northeast of Brazil, between the years 2006 and 2014. We have found in many formal and informal discourses related to "not learning math" the assumption that the content is difficult, or that the professional does not know sign language, or that teaching is not bilingual. However, when we looked closer at the research, we found that communication and learning were present in the results, which deserves considerable emphasis to the researcher. This qualitative study has been built up from literature supported by authors, such as, Goldfeld (2002), Lucchesi (2008), Paul and Alexandrian (2010), Naufel (2002), Brazil (1988; 2002; 2005), Fiorin (2013), Dubois et al. (1997-1998), D'Ambrosio (1986; 2008), among others who have contributed significantly to this dialogue. And the chosen path, going from a reflection on all-inclusive mathematics, through the recognition of the deaf citizen and what bilingualism means in Brazil, points out that the research conducted within the Mathematics Education and Deaf Education are closely linked to social and educational perceptions adopted by researchers who see the deaf not just as a clinical feature, but as citizen's rights.
9

O surgimento das trigonometrias em diferentes culturas e as rela??es estabelecidas entre elas

SILVA, Everaldo Raiol da 27 June 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-16T20:01:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-30T20:23:49Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Made available in DSpace on 2017-05-30T20:23:49Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SurgimentoTrigonometriasDiferentes.pdf: 4739427 bytes, checksum: c9a2476da9a4d817606b2d324b9c67cd (MD5) Previous issue date: 2014-06-27 O presente estudo trata da hist?ria da trigonometria plana e esf?rica, tendo como proposta central compreender como surgiram as trigonometrias em diferentes civiliza??es quais sejam: Eg?pcia, Babil?nica, Grega, Hindu, ?rabe e Chinesa. Nossa meta foi identificar como surgiram as trigonometrias nas diferentes civiliza??es e quais as rela??es estabelecidas entre elas. Para alcan?armos esta meta, dividimos a pesquisa em tr?s fases. Na primeira fase do estudo, adotamos como percurso metodol?gico a pesquisa bibliogr?fica, na hist?ria da matem?tica e da ci?ncia, baseada na investiga??o hist?rica do desenvolvimento das trigonometrias plana e esf?rica. Entre os referenciais te?ricos com os quais trabalhamos est?o: Marconi (1986, 2007), Gil (1991, 1999), Lakatos & Martins (2005), Miguel e Miorim (2002, 2011), Valente, (2007), D Ambrosio (2007) e Vald?s (2012). Na segunda fase do estudo, buscando evidenciar o surgimento e a evolu??o e no desenvolvimento conceitual da trigonometria plana e esf?rica em diferentes civiliza??es quais sejam: Eg?pcia, Babil?nica, Grega, Hindu, ?rabe e Chinesa, na antiguidade passando pelo medievo e at? o per?odo Renascentista com o auxilio da hist?ria da matem?tica. Para isso, utilizamos como referenciais te?ricos: Ronan (1987), Wussing (1998), Morey (2001, 2003), Cajori (2007), Mendes (2009), Pereira (2010, 2013), Katz (2010), Rooney (2012), Rosa (2012), Brummelen (2009, 2013), Flood & Wilson (2013), entre outros. Na terceira fase do estudo fizemos um estudo hist?rico das geometrias e nas geometrias n?o euclidianas, para evidenciamos o surgimento da geometria esf?rica e sua implica??o com a trigonometria esf?rica e mostramos como existem rela??es entre as trigonometrias plana e esf?rica, para isso usamos o m?todo das s?ries de Taylor, nosso objetivo principal de estudo, para tanto utilizamos como referenciais te?ricos: Ayres Jr. (1954), Hogben (1970), Do Carmo (1987), Wussing (1998), Imre Toth (2011), Brummelen (2009, 2013), entre outros. Como considera??es finais do estudo realizado, mostramos como surgiram as trigonometrias nas diferentes civiliza??es e as rela??es estabelecidas entre elas, respondendo assim nossa quest?o de pesquisa, e tamb?m deixamos caminhos para outros pesquisadores realizarem novas pesquisas como consequ?ncia da apresenta??o e defesa da disserta??o. The present study deals with the history of the plane and spherical trigonometry, with the central proposal emerged understand how the trigonometry's in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese. Our goal was to identify how trigonometry's emerged in which different civilizations and the relations between them. To achieve this goal, we divided the research into three phases. In the first phase of the study, we adopt as a methodological approach to literature, the history of mathematics and science, based on historical research into the development of flat and spherical trigonometry's. Among the theoretical frameworks with which we work are: Marconi (1986, 2007), Gil (1991, 1999), Lakatos & Martins (2005), and Miguel Miorim (2002, 2011), Valente (2007), D Ambrosio (2007) and Vald?s (2012). In the second phase of the study in order to enhance the appearance and the evolution and development of the conceptual plane and spherical trigonometry in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese in antiquity through the Middle Ages and until the Renaissance period with the aid of mathematical history. For this, we use as theoretical Ronan (1987), Wussing (1998), Morey (2001, 2003), Cajori (2007), Mendes (2009), Pereira (2010, 2013), Katz (2010), Rooney (2012 ), Rosa (2012), Brummelen (2009, 2013), Flood and Wilson (2013), among others. In the third phase of the study made a historical study of geometry and non-Euclidean geometries, we observed for the appearance of spherical geometry and its implication with spherical trigonometry and show how relationships exist between flat and spherical trigonometry's, for this we use the method of series Taylor, our main objective of the study, both for use as theoretical: Ayres Jr. (1954), Hogben (1970), Do Carmo (1987), Wussing (1998), Imre Toth (2011), Brummelen (2009, 2013), among others. As conclusion of the study, we show how the trigonometry's in different civilizations and the relations between them arose, thus answering our research question, and also ways to let other researchers conduct further research as a result of the presentation and defense of the dissertation.
10

Problemas matem?ticos da antiguidade como estrat?gia para o ensino de matem?tica na educa??o b?sica

SERR?O, Marcelo Miranda 12 February 2014 (has links)
Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T19:20:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-31T11:28:55Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Made available in DSpace on 2017-05-31T11:28:55Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_ProblemasMatematicosAntiguidade.pdf: 8943336 bytes, checksum: 4cdcee6c630d69d74bca1d939a9bfdd2 (MD5) Previous issue date: 2014-02-12 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior O enfoque desta pesquisa foi investigar a Matem?tica de tr?s per?odos hist?ricos, visando localizar problemas cl?ssicos e suas poss?veis formaliza??es, de modo a podermos compreender seus elementos, compar?-los e verificarmos se h? recorr?ncias desses problemas em per?odos diferentes. A investiga??o e o estudo das matem?ticas, a partir das fontes caracter?sticas desses per?odos hist?ricos, a saber: o Papiro de Rhind do s?culo XVII a.C., o Aritm?tica de Diofanto do s?culo III e o Liber Abaci de Fibonacci do s?culo XII, nos permitiu selecionar problemas de cunho hist?rico em um processo de integra??o, visando oferecer aos professores da educa??o b?sica, apontamentos e sugest?es para a explora??o deste tipo de problemas como meio de supera??o de dificuldades de aprendizagem em sala de aula. Uma vez que a utiliza??o da hist?ria da Matem?tica, promove uma integra??o da Matem?tica do passado com a Matem?tica dos dias atuais e oportuniza uma forma de tratamento dos conte?dos e conhecimentos matem?ticos contextualizados. The focus of this research was to investigate the mathematics of three historical periods, aiming to find classical problems and their possible formalization, so that we can understand its elements, compare them and check if there are recurrences of these problems in different periods. Research and study of mathematics, from the characteristics of these sources historical periods, namely: the Rhind Papyrus of the seventeenth century BC, the Arithmetic of Diophantus third century Liber Abaci Fibonacci and the twelfth century, allowed us to select problems imprint history in an integration process, aiming to provide basic education teachers, notes and suggestions to the exploration of such issues as a means of overcoming learning difficulties in the classroom. Since the use of history of mathematics, mathematics promotes an integration of past with present-day mathematics and gives opportunity to a form of treatment of content and contextualized mathematical knowledge.

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