Thesis (M. Ed.(CIE))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

There are many ontologies and datasets on the semantic web that mention events. Events are important in our perception of the world and in our descriptions of it, therefore also on the semantic web. There is however not one best way to model them. This is connected to the fact that even the question what events are can be approached in different ways. Our aim is to better understand how events are represented on the semantic web and how it could be improved. To this end we first turn to the ways events are treated in philosophy and in foundational ontologies. We ask questions such as what sorts of things we call events, what ontological status we assign to events and if and how can events be distinguished from other entities such as situations. Then we move on to an empirical analysis of particular semantic web ontologies for events. In this analysis we find what kinds of things are usually called events on the semantic web (and what kinds of events there are). We use the findings from the philosophy of events to critically assess these ontologies, show their problems and indicate possible paths to their solution.

Adapting useful knowledge to the individual and unique mathematical needs of each student in the midst of an entire classroom, and evaluating the outcome of this endeavor are the scope of the web philosophy - the didactic-mathematic strategy explored in this work. This dissertation aims to construct a didactic learning culture of mathematics, of a constructivist nature, that articulates in a personalized way learning and evaluation, which can be experienced in classroom and online educational practice, with and without digital technologies, much Although it is only with these tools that the elements of this evaluative style are fully utilized. Based on the assumptions that the model of the web is a new conception of didactic strategy in which the learning and evaluation of the student generated by psychological theories are articulated, which both compose it and gain new meanings during such interlacing; And that the pedagogical proposal embedded in this style of evaluation gives the mathematical educator flexibility and updating in the teaching-learning-evaluation process; And also that the web can favor the interest in learning Mathematics, it offers in this research a brief history of the evaluation of human learning, the articulation of the psychological and statistical elements of this evaluative philosophy and, through action research, the working hypotheses were validated. In addition to four scientific articles published in qualified journals, this dissertation resulted in the assimilation of intelligences: (in the teaching dimension) in the establishment of which to evaluate with adaptability is synonymous with intelligence in the group view, and (in the student dimension) the intelligence of the understanding of That can have its cognitive peculiarities assisted in the process teaching-learning-evaluation in Mathematics. The resulting educational product is the Web Manual, where the Math teacher finds the step-by-step to build his own web and use it daily with his students. / Adaptar conhecimento útil às necessidades matemáticas individuais e peculiares de cada estudante em meio à coletividade de uma sala de aula inteira, e avaliar o resultado desse empreendimento são o escopo da filosofia da teia – a estratégia didático-matética explorada neste trabalho. Nesta dissertação objetivou-se construir uma cultura didática de aprendizagem da matemática, de natureza construtivista, que articula de modo personalizado aprendizagem e avaliação, a qual pode ser vivenciada na prática educativa em sala de aula e online, com e sem as tecnologias digitais, muito embora somente com estas ferramentas se usufrua plenamente o conjunto de elementos desse estilo avaliativo. Com base nas premissas de que o modelo da teia é uma nova concepção de estratégia didática na qual se articulam a aprendizagem e a avaliação do educando gerada a partir de teorias psicológicas, as quais tanto a compõem quanto ganham novos significados durante tal entrelaçamento; e que a proposta pedagógica embutida nesse estilo de avaliação oportuniza ao educador matemático flexibilidade e atualização no processo ensino-aprendizagem-avaliação; e também que a teia pode favorecer o interesse por aprender Matemática, se oferece nesta pesquisa um breve histórico da avaliação da aprendizagem humana, a articulação dos elementos psicológicos e estatístico dessa filosofia avaliativa e, através da pesquisa-ação se validou as hipóteses de trabalho. Além de quatro artigos científicos publicados em revistas qualificadas, esta dissertação resultou na assimilação de inteligências: (na dimensão docente) no estabelecimento de que avaliar com adaptabilidade seja sinônimo de inteligência na visão de grupo, e (na dimensão discente) a inteligência do entendimento de que se pode ter suas peculiaridades cognitivas assistidas no processo ensino-aprendizagem-avaliação em Matemática. O produto educacional resultante é o Manual da Teia, onde o professor de Matemática encontra o passo a passo para construir sua própria teia e usá-la cotidianamente com seus estudantes.