Made available in DSpace on 2016-06-02T20:29:24Z (GMT). No. of bitstreams: 1 5498.pdf: 2689266 bytes, checksum: 8ae3a0b585aa8d0bb8ddfb21f15b47d9 (MD5) Previous issue date: 2013-08-24 / Financiadora de Estudos e Projetos / The value of the circumference s length divided by its diameter has a result a constant named π. This value is known since ancient times by the Greeks and Egyptians, but only in current history this constant has been recognized as an irrational number. This study has as objective to explore the relationship of the circle by II elementary school students and extension of numerical sets from this constant. Making sense of this value by checking its regularity in all circles through practical experiments and also exploring the technological resources available in the school, making the students to follow the steps for determining of the numerical value and to participate in the construction and discovery process of new knowledge. The teaching sequence proposed was based on Engineering teaching as research methodology, conducting in the end a posteriori analysis which demonstrates that learning from manipulable objects, together with technological resources available provides to students with a greater assimilation of mathematical content, one becoming a remarkable experience for elementary school students and being an important tool which complements the lessons and makes them more participative. It is hoped that this work support math teachers to reflect the usage of manipulative materials, educational software and all available resources which provide greater assimilation and approach the student with the mathematical concepts. / O valor do comprimento de uma circunferência dividido pelo seu diâmetro tem como resultado um valor constante. Tal constante é denominada π. Este valor é conhecido desde a antiguidade, por egípcios e gregos, mas somente na história mais recente esta constante foi reconhecida como sendo um número irracional. O objetivo deste trabalho foi explorar essa relação do círculo por alunos do Ensino Fundamental II e ampliação dos conjuntos numéricos a partir desta constante. Determinar este valor, verificando sua regularidade em todos os círculos através de experimentos práticos e também explorando os recursos tecnológicos disponíveis na escola, fazendo com que os alunos calculem o valor numérico de π , fazendo-os participar do processo de construção e descoberta deste novo conhecimento. A sequência didática proposta foi baseada na Engenharia didática como metodologia de investigação, realizando-se ao final, uma análise a posteriori que demonstra que o aprendizado a partir de objetos manipuláveis, aliados aos recursos tecnológicos disponíveis, proporciona aos alunos uma maior assimilação do conteúdo matemático, tornando-se uma experiência marcante para os alunos do Ensino Fundamental e sendo uma importante ferramenta que completa as aulas e as tornam mais participativas. Espera-se que este trabalho auxilie os professores de matemática a refletirem que o uso de materiais manipulativos, software educacionais e todos os recursos disponíveis proporcionam maior assimilação e aproximação do aluno com os conceitos matemáticos.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-21T17:40:56Z No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-21T18:40:52Z (GMT) No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-21T18:41:01Z (GMT) No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Made available in DSpace on 2016-09-21T18:45:31Z (GMT). No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) Previous issue date: 2015-08-28 / Não recebi financiamento / This research has focused primarily on teaching trigonometric sine and cosine functions. The proposal is to organize the teaching of these functions, in order to improve good learning situations to students, to encourage the transition of trigonometric ratios in right triangle to the trigonometric circle with the use of manipulative materials and GeoGebra software. Based on the theoretical assumptions described in the High School National Curriculum Standards and Curriculum of the State of São Paulo seeking to outline for the teacher, the skills and expertise that student must acquire to be made in basic education, are presented educational alternatives. It aims to help students understand the need and the practical applicability of Trigonometric Functions. Analyzing how these functions are covered in the curriculum documents and books of the National Textbook Program (PNLD 2015), we tried to develop a pioneering work and research including mathematical modeling and taking as reference the exploratory and investigative activities. / Esta pesquisa apresenta como foco principal o ensino das funções trigonométricas seno e cosseno. A proposta é organizar o ensino dessas funções, de forma a potencializar boas situações de aprendizagens aos alunos, que favoreçam a transição das razões trigonométricas no triângulo retângulo para a circunferência trigonométrica com o uso de materiais manipulativos e do software GeoGebra. Partindo dos pressupostos teóricos descritos nos Parâmetros Curriculares Nacionais do Ensino Médio e no Currículo do Estado de São Paulo que procuram delinear para o professor, as habilidades e competências que seu aluno deve adquirir ao ser formado na educação básica, apresentam-se alternativas de ensino que visam contribuir para que os alunos percebam a necessidade e a aplicabilidade prática das Funções Trigonométricas. Analisando como essas funções são abordadas nos documentos curriculares e nos livros do Programa Nacional do Livro Didático (PNLD 2015), procurou-se desenvolver um trabalho de exploração e investigação incluindo a modelagem matemática e tendo como referencial as atividades exploratório-investigativas.

Made available in DSpace on 2014-12-17T15:04:56Z (GMT). No. of bitstreams: 1 JoaoBRS_DISSERT.pdf: 3574050 bytes, checksum: 936d245cdf0bbc662d39401341e467f4 (MD5) Previous issue date: 2011-10-20 / The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre L?vy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process. / A presente disserta??o realiza um estudo sobre o papel do ?baco na forma??o continuada dos professores de Matem?tica do Ensino Fundamental, acerca das opera??es de adi??o e subtra??o com (re) agrupamento por meio do uso do ?baco manipulativo e/ou inform?tico. Assim, a pesquisa pretende responder a seguinte quest?o: Como o professor ressignifica a sua pr?tica pedag?gica ao ensinar o Sistema de Numera??o Decimal e as opera??es convencionais de adi??o e subtra??o com (re) agrupamento por meio do ?baco manipulativo e inform?tico? Para isso, baseamo-nos na Teoria das Situa??es Did?ticas (TSD) de Guy Brousseau (1996) que afirma ser necess?rio tra?ar um caminho de acordo com as situa??es de ensino que conduza a aprendizagem dos estudantes e, no trabalho de Pierre L?vy (1993), no qual os polos da comunica??o: oral, escrito e virtual, possibilitam as tr?s maneiras de comunica??o pelas quais ocorre a aprendizagem. A metodologia do trabalho apoiou-se na Pesquisa-a??o Estrat?gica de Franco (2005). A sequ?ncia did?tica foi elaborada de acordo com a TSD e, o ?baco manipulativo e inform?tico foi usado como ferramenta did?tica. Com a aplica??o da sequ?ncia did?tica foi verificado que a forma??o continuada de professores do Ensino Fundamental, nas s?ries/anos iniciais a respeito das opera??es de adi??o e subtra??o com (re) agrupamento ? pertinente, visto que foram observadas algumas dificuldades dos professores sobre esse conte?do matem?tico. Al?m disso, a an?lise da sequ?ncia did?tica permitiu perceber que as professoras tinham dificuldade: na representa??o num?rica com a ordem zero, na resolu??o das opera??es de adi??o e subtra??o utilizando o ?baco manipulativo e/ou inform?tico e na realiza??o do (re) agrupamento na subtra??o com significado. Tais observa??es foram discutidas com as professoras, ap?s a discuss?o, foram realizados encaminhamentos did?tico-metodol?gicos das opera??es de adi??o e subtra??o com (re) agrupamento que contribuem com o processo de ensino e aprendizagem.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-14T13:50:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_FrancineLanesMonteiro.pdf: 1907914 bytes, checksum: e70fa1ffe83bde3467796cb62b5c8552 (MD5) / Made available in DSpace on 2018-08-14T13:50:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_FrancineLanesMonteiro.pdf: 1907914 bytes, checksum: e70fa1ffe83bde3467796cb62b5c8552 (MD5) Previous issue date: 2014-10-30 / This dissertation presents a research realized an a professional master's degree in teaching of mathematics. It aimed to investigate what contributions can offer an educational workshop to develop visual abilities in geometry by teachers on the early years of elementary school. In order to answer the research problem it was decided to organize it in the following topics: visual abilities can be developed with these teachers about workshops? Construction and use of didactic materials help on the acquisition of visual abilities? Helds activities with puzzles make possible the acquisition of visual activities? The research was characterized as qualitative who subjects were eight teachers. They are teachers in class on a Public School of Basic Education of the City of Júlio de Castillos on the state of Rio Grande do Sul, in Brazil. The instruments to collect data were questionnaires and written records by them and the researcher. The research was conducted in four stages, namely: initial questionnaire, syllabus analysis of the early years, teaching workshops and final questionnaire. profile of the group of teachers who work in the early years of this school, his views on mathematics education. The group researched profile can be regarded as experienced and qualified, therefore, all of them having higher education in Pedagogy and only three of them, do not have graduate. It was noticed was how fragile the mathematical training of these teachers, fear and superficiality to talk about mathematics and geometry. The syllabus of the analysis showed that there are gaps in the second geometry content for four years, since they do not appear in the third. In turn, such content, when they appear, are on the list, or are planned to be developed by the end of the school year. From these two stages of the research, it was planned two workshops with specific activities involving visual skills, which, involved three types of skills: perception of figures in fields, visual discrimination and visual memory. In the workshops there was a need for activities are offered that include the development of visual skills, since some teachers had difficulties in memorizing and compare figures. It was found also that visual skills contribute significantly to the formation of geometric thinking and the importance of manipulatives in developing these skills. It was evidenced by the final questionnaire the group satisfaction studied in relation to the development of the workshops. We conclude that continuing education is a moment of great importance for the expansion and consolidation of knowledge. Justified the use of the term in-service training of teachers in the title of this work because the research was conducted with teachers who work effectively in the early years of elementary school. However, the focus of the dissertation was not the teacher training itself, but the development of visual skills in the teaching of geometry. / Esta dissertação de mestrado profissionalizante em ensino de Matemática desenvolvida no Centro Universitário Franciscano-Rs envolve uma pesquisa, que teve por objetivo principal investigar quais as contribuições que oficinas pedagógicas podem oferecer para ajudar a desenvolver em professores dos anos iniciais habilidades visuais na aquisição de conceitos geométricos. A fim de responder ao problema de pesquisa optou-se por organizá-la nos seguintes tópicos: habilidades visuais podem ser desenvolvidas com professores dos anos iniciais em oficinas pedagógicas? Construção e uso de materiais didáticos auxiliam na aquisição de habilidades visuais? Realizar atividades com quebra-cabeças possibilitam a aquisição de atividades visuais? A pesquisa foi caracterizada como sendo de campo, a qual contemplou o modelo qualitativo, os sujeitos foram oito professoras dos anos iniciais de uma Escola Estadual de Educação Básica do Município de Júlio de Castilhos - Rs. Os instrumentos para coleta de dados foram questionários e diário de bordo. A pesquisa foi desenvolvida em quatro etapas, sendo elas: questionário inicial, análise do plano de estudos dos anos iniciais, oficinas pedagógicas e questionário final. No que diz respeito ao questionário inicial, proporcionou conhecer sobre o perfil do grupo de professoras que atuam nos anos iniciais desta escola, suas concepções sobre ensino de matemática. O perfil do grupo pesquisado pode ser considerado como experiente e qualificado, pois, todas elas possuem curso superior em Pedagogia e, apenas três delas, não possuem pós-graduação. Percebeu-se o quanto foi frágil a formação matemática dessas professoras, o medo e a superficialidade em falar sobre matemática e geometria. A análise do plano de estudos comprovou que existem lacunas em termos de conteúdos de geometria do segundo para o quarto anos, uma vez que no terceiro eles não aparecem. Por sua vez, tais conteúdos, quando aparecem, estão no final da lista, ou seja, são planejados para serem desenvolvidos ao final do ano letivo. A partir dessas duas etapas da pesquisa, planejou-se duas oficinas com atividades específicas envolvendo habilidades visuais, as quais, envolveram três tipos de habilidades: percepção de figuras em campos, discriminação visual e memória visual. Nas oficinas verificou-se a necessidade de que sejam ofertadas atividades que contemplem o desenvolvimento de habilidades visuais, visto que, algumas professoras apresentaram dificuldades em memorizar e comparar figuras. Constatou-se, ainda, que habilidades visuais contribuem de forma significativa para a formação do pensamento geométrico e a importância dos materiais manipuláveis no desenvolvimento dessas habilidades. Evidenciou-se por meio do questionário final a satisfação do grupo pesquisado em relação ao desenvolvimento das oficinas. Conclui-se que a formação continuada é um momento de suma importância para a ampliação e solidificação de conhecimentos. Justifica-se o uso do termo formação em exercício de professores no título desta dissertação pelo fato da pesquisa ter sido realizada com professoras que atuam efetivamente nos anos iniciais do Ensino Fundamental. Entretanto, o foco da dissertação não foi a formação de professores em si, mas o desenvolvimento de habilidades visuais no ensino de Geometria.

Made available in DSpace on 2014-07-29T15:00:20Z (GMT). No. of bitstreams: 1 eliane fonseca campos.pdf: 618096 bytes, checksum: ea701bca03f3bd79861ffde5864e92a6 (MD5) Previous issue date: 2010-10-28 / Treats yourself a qualitative research with the main goal of analyzing the effectiveness of pedagogical activities ruled in the use of the games and materials manipulate for the development of attention concentration, reasoning, and socialization of children with TDAH diagnosis of who study in public schools of the Local authority of Ipameri-GO. To reach the proposed objectives was necessary to spoon informations in the familiar and school context of the children who constituted the subjects of research. Participated in the investigation from the initial stage of data collection 05 children diagnosis with TDAH and 05 children without the diagnosis. To the collection of the data four steps were developed: interview the managers of the schools involved in the search, interview to parents, observations in classroom, realization of workshops and materials with games manipulative. For both, was necessary seek theoretical referential systems that gave support the understanding of TDAH, the importance of contexts and school interventions and the pedagogical possibilities of games and materials manipulative. The theoretical basis used colaborated to the choice of games and materials manipulative and contributed to the previous planning of pedagogical activities and interventions. Four games (game of the forms, Uno, catch-rods, Ouri) and four manipulative materials (tangram, origami, pentamino, polyhedrons of straws) were worked in the workshops. The data revealed contributions and limitations. The workshops so general, revealed conflicts, dialogues, friendships, the conception of the others and of themselves, argumentations, sundry feelings, curiosity, interest and mainly contributions in the area of the attention, concentration, reasoning, selfconfidence and persistence. The workshops allowed the children comprehend the rules of the games and served still to demystify who whole pedagogical activity proposed by the idealizer, trough games and materials manipulative, it's pleasant in the player's perspective. In this dynamic, the intervention arose as a potentiator force for obtaining in the contributions above cited, but on the other hand, its contribution was subtle when this was to developing social skills. / Trata-se de uma pesquisa qualitativa com o objetivo principal de analisar a eficácia das atividades pedagógicas pautadas na utilização dos jogos e materiais manuseáveis para o desenvolvimento da atenção, concentração, raciocínio e socialização das crianças com diagnóstico do TDAH que estudam em escolas públicas do Município de Ipameri-GO. Para alcançar os objetivos propostos foi necessário colher informações no contexto familiar e escolar das crianças que constituíram os sujeitos da pesquisa. Participaram da investigação desde a etapa inicial da coleta dos dados 05 crianças com diagnóstico do TDAH e 05 crianças sem o diagnóstico. Para a coleta dos dados quatro etapas foram desenvolvidas: entrevista aos gestores das escolas envolvidas na pesquisa; entrevista aos pais; observações em sala de aula; realização de oficinas com jogos e materiais manuseáveis. Para tanto, foi necessário buscar referenciais teóricos que dessem suporte à compreensão do TDAH, à importância dos contextos e das intervenções escolares e às possibilidades pedagógicas dos jogos e materiais manuseáveis. O embasamento teórico utilizado colaborou para a escolha dos jogos e materiais manuseáveis e contribuiu para o planejamento prévio das atividades pedagógicas e intervenções. Quatro jogos (Jogo das formas, Uno, Pega-varetas, Ouri) e quatro materiais manuseáveis (tangram, origami, pentaminó, poliedros de canudos) foram trabalhados nas oficinas. Os dados revelaram contribuições e limitações. As oficinas de modo geral revelaram conflitos, diálogos, amizades, a concepção do outro e de si, argumentações, sentimentos diversos, interesse, curiosidade e principalmente contribuições na área da atenção, concentração, raciocínio, autoconfiança e persistência. Permitiram que as crianças compreendessem às regras dos jogos e serviram ainda para desmistificar que toda atividade pedagógica proposta pelo idealizador, em meio aos jogos e materiais manuseáveis, é agradável na perspectiva do jogador. Nessa dinâmica, a intervenção surgiu como força potencializadora para obtenção das contribuições acima citadas, mas, por outro lado, sua contribuição foi sutil no que tange ao desenvolvimento de habilidades sociais.

Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2018-11-29T18:55:40Z No. of bitstreams: 2 Gisele_Adriana_de_Mello_Colaco_2018.pdf: 7429569 bytes, checksum: 0f7974ae60e318021261b2f4b0f4980f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-29T18:55:40Z (GMT). No. of bitstreams: 2 Gisele_Adriana_de_Mello_Colaco_2018.pdf: 7429569 bytes, checksum: 0f7974ae60e318021261b2f4b0f4980f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-20 / This dissertation aims to evaluate the impact of the use of manipulative materials in teaching math to deaf students of elementary school I, through the application of a didactic sequence. The study follows a mainly qualitative approach. A didactic sequence was produced, based on visual culture and the theory of meaningful learning (Ausubel et al. (1980)), with the theme: "Monetary System". This didactic sequence aims to provide subsidies to the deaf students can meet the Brazilian monetary system and learn how to use the money to buy, pay, check out the change. The material produced was tested in conditions of teaching in a Bilingual School for the deaf, having been collected data on the use of the material during this phase. In this text we detail the material produced for the didactic sequence, the theoretical aspects that have guided the development of this research, as well as the results achieved. Our educational proposal made it possible to note that through the development of the didactic sequence and the use of manipulative materials, there was a student’s involvement with the do mathematician in the classroom helping in structuring and understanding of concepts involved. We realize even if during the game "Pays right” students had to mobilise different knowledge that built in your personal and school experience. We hope that the material produced can be used by other teachers and serve as inspiration for development of new pedagogical practices in the classroom to qualify the teaching of mathematics, arranging situations that instigate curiosity and the search for solutions, making the learning more meaningful and enabling contextualization between scientific knowledge and common knowledge. / Este trabalho de dissertação tem por objetivo avaliar o impacto da utilização de materiais manipulativos no ensino de Matemática para alunos Surdos do Ensino Fundamental I, através da aplicação de uma sequência didática. O estudo segue uma abordagem essencialmente qualitativa. Foi produzida uma sequência didática, baseada na cultura visual e na Teoria da Aprendizagem Significativa (Ausubel et al. (1980)), com o tema: “Sistema Monetário”. Esta sequência didática visou fornecer subsídios para que os alunos Surdos pudessem conhecer o sistema monetário brasileiro e aprender a utilizar o dinheiro para comprar, pagar, conferir o troco. O material produzido foi testado em situação de ensino em uma Escola Bilíngue para Surdos, tendo sido colhidos dados sobre a utilização do material durante esta fase. Neste texto detalhamos o material produzido para a sequência didática, os aspectos teóricos que orientaram o desenvolvimento desta pesquisa, bem como os resultados alcançados. Nossa proposta de ensino possibilitou observar que através do desenvolvimento da sequência didática e do uso dos materiais manipulativos, houve um envolvimento dos alunos com o fazer Matemático na sala de aula contribuindo na estruturação e compreensão dos conceitos envolvidos. Percebemos ainda que durante o jogo “Pague Certinho” os alunos precisaram mobilizar diferentes conhecimentos que construíram em sua vivência pessoal e escolar. Esperamos que o material produzido possa ser utilizado por outros professores e sirva de inspiração para desenvolvimento de novas práticas pedagógicas em sala de aula quer seja para alunos Surdos, quer seja para alunos ouvintes, para qualificar o ensino de Matemática, organizando situações que instiguem a curiosidade e a busca de soluções, tornando a aprendizagem mais significativa e possibilitando a contextualização entre o conhecimento científico e o conhecimento comum.

La manipulation du comportement de l'hôte est une stratégie couramment utilisée chez les organismes parasites, et ce afin de favoriser leur transmission et/ou leur survie. La compréhension d'une telle stratégie est au cœur de plusieurs disciplines appliquées de la parasitologie, telles que l'épidémiologie et la médecine, mais est aussi d'une grande importance d'un point de vue écologique et évolutif. Dans le cadre de cette thèse, notre objectif était d'améliorer l'état des connaissances sur un type de manipulation encore très peu connu : la manipulation garde du corps, une stratégie initialement décrite chez les insectes parasitoïdes. À la suite de leur développement larvaire, certaines guêpes parasitoïdes (Braconidae) ont la capacité d'usurper le comportement de leur hôte et l'obligent ainsi à se comporter comme un véritable garde du corps pour protéger leur cocon des ennemis naturels. Basé sur le système associant la guêpe parasitoïde Dinocampus coccinellae et un de ses hôtes la coccinelle maculée Coleomegilla maculata, le présent travail aborde cinq aspects particuliers de la manipulation parasitaire : i) Efficacité de la protection par un garde du corps et coûts liés à une telle stratégie, ii) Contraintes énergétiques pour les parasites manipulateurs, iii) Diversité et l'évolution de la manipulation garde du corps, iv) Survie des hôtes à la manipulation par un parasitoïde et v) Effets de la nutrition de l'hôte sur une association hôte–parasitoïde manipulateur. Nos résultats apportent plusieurs éléments de réponse quant à l'écologie et l'évolution de la manipulation garde du corps, et notamment en ce qui a trait aux coûts énergétiques associés à une telle stratégie ainsi qu'au rôle de la ressource dans cette étroite association. De nouvelles perspectives de recherche y sont proposées afin d'encourager d'autres travaux dans cette voie. / Host behavioral manipulation, a widespread strategy among parasitic organisms, has evolved to favor the transmission and/or survival of parasites. Understanding such a strategy is at the heart of applied aspects of parasitology, such as epidemiology and medicine, but is also important for evolutionary and ecological reasons. The aim of this study was to improve our knowledge on a category of manipulation that remains poorly documented: the bodyguard manipulation, initially described on parasitoid insects. Following their larval development, certain parasitic wasps (Braconidae) are able to usurp the behavior of their host and force them to serve as bodyguards to protect parasitoid cocoon against natural enemies. Studying the association between the parasitic wasp Dinocampus coccinellae and one of its host the spotted lady beetle Coleomegilla maculata, this work is structured in five axes: i) Efficiency of the bodyguard protection and associated costs, ii) Energetic constraints for manipulative parasites, iii) Diversity and evolution of bodyguard manipulation, iv) Host survival from parasitism and v) Host nutrition effects on a host–manipulative parasitoid association. Our results provide original findings about the ecology and evolution of the bodyguard manipulation, for instance the energetic costs associated with host manipulation or the role of host nutrition in this type of association. New perspectives are identified in order to stimulate future research in this area.

Syftet med studien är att undersöka lärares arbete med laborativt arbetssätt i matematikundervisningen i årskurs 1–3. Hur de definierar begreppet laborativ matematik och vad som påverkat valet av arbetssätt.   Studien bygger på kvalitativa intervjuer med sju lärare som arbetar efter ett laborativt arbetssätt, de är verksamma på olika skolor och har olika lång yrkeserfarenhet. Intervjuerna genomfördes med hjälp av en intervjuguide för att säkerställa att alla lärare fick svara på samma frågor och att de ställdes i samma ordningsföljd. Frågorna var konstruerad så att lärarna själva fick formulera svaren så att deras tankar och erfarenheter skulle framträda tydligare.   Resultatet av studien visar att samtliga lärare arbetar efter ett laborativt arbetssätt men frekvensen i användandet skiftar något. De definierar laborativ matematik som ett sätt att synliggöra matematiken för eleverna genom konkret material och matematiska strategier som möjliggör progression i kunskapsutvecklingen. Variationen i undervisningen med ett laborativt arbetssätt ökar elevernas nyfikenhet och lust att lära på samma gång som det ger kunskaper som kan användas även i vardagen. / The purpose of the study is to investigate teachers' teaching with hands-on mathematics in grades 1-3. How they define the concept of manipulative mathematics and what influences the choice of working methods.   The study is based on qualitative interviews with seven teachers working with a hands-on approach, working at different schools and having different long-term professional experience. The interviews were conducted using an interview guide to ensure that all teachers answered the same questions asked in the same order. The questions were designed so that the teachers themselves had to formulate the answers so that their thoughts and experiences would appear more clearly.   The result of the study shows that all teachers work according to a hands-on approach, but the frequency of use slightly vary. They define manipulative mathematics to visualize mathematics for students through concrete material and mathematical strategies that enable progression in knowledge development. The variation in teaching mathematics with a hands-on approach increases the curiosity of the students and the desire to learn at the same time as it provides knowledge that can be used in everyday life as well.

In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii) Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.

Manipulativa designstrategier har blivit alltmer närvarande på applikationer online. Strategierna kallas dark patterns och är ett sätt att utnyttja gränssnittet för att skapa fördelar för företag på användarens bekostnad. Den här studien syftar till att förstå huruvida användaren noterar den här typen av designstrategier, samt att förstå vilka konsekvenser fem olika typer av dark patterns har på användarens interaktioner. För att besvara detta skapades en prototyp med fem olika typer av dark patterns utplacerade. Prototypen testades på tio testdeltagare vilka sedan intervjuades efter testet. Resultatet av de utförda användartesterna och intervjuerna bidrar till en förståelse för hur de olika typerna av dark patterns skiljer sig åt när det kommer till användarens interaktioner och reaktioner. Studien kunde konkludera att användarens förmåga att notera dark patterns påverkas av hur mycket strategin stör användarflödet. De mönster som noterades skapade också starkare känslor, exempelvis frustration, än de som gick användaren förbi. Vidare gick det att se att tidigare erfarenheter å ena sidan kan göra att användaren noterar mönstren lättare, men å andra sidan kan skapa en blindhet för mönstrens närvaro och påverkan. / Manipulative design strategies, known as dark patterns, have become increasingly prevalent on online applications, exploiting the interface to benefit companies at the expense of users. This study aims to understand whether users notice this type of design strategy, and to understand the consequences of five different types of dark patterns on user interactions. To address this, a prototype with five different types of dark patterns was created and tested with ten participants, who were subsequently interviewed. The results of the user tests and interviews contribute to an understanding of how different types of dark patterns differ in terms of the users interactions and reactions. The study concludes that users ability to notice dark patterns is influenced by how much the strategy disrupts the user flow. The patterns that were noticed also generated stronger emotions, such as frustration, than those that went unnoticed. Furthermore, the study can conclude that previous experiences can both make users more likely to notice the patterns but might also create a blindness to their presence and impact.