Este trabalho estuda as relações existentes entre a qualidade acústica dentro de um ambiente construído - salas de aula da rede pública estadual - o desempenho escolar alcançado pelos alunos, a qualidade de vida do professor neste ambiente de trabalho e a percepção por parte da sociedade sobre os problemas causados pelo excesso de ruído. Trata-se mais especificamente da proposição de um algoritmo que possibilite ao administrador escolar verificar a qualidade acústica das salas de aula e de elaborar um plano de trabalho que vise sanar os problemas detectados. A sala de aula é um ambiente que merece uma atenção especial no quesito acústica. Neste espaço, a transmissão do conhecimento se realiza, em sua maioria, através da fala e num ambiente comprometido acusticamente o resultado final é diretamente influenciado pela sua qualidade. Salas de aula com baixa qualidade acústica geram prejuízos aos alunos em relação ao processo de ensino-aprendizagem e ao professor no que se refere a sua saúde vocal. Através da aplicação do algoritmo, o administrador escolar envolve toda a comunidade escolar na busca de dados que possibilite uma análise detalhada da situação da escola. Este envolvimento coletivo possibilita que as ações elaboradas e implementadas sejam mais facilmente acatadas por todos, pois os envolvidos apresentam-se representados no processo de coleta de dados e tomada de decisões. / This work studies the relationships found among these elements: the acoustic quality of a building - classrooms in public schools, the students performance, the teachers life quality, the perception from society on the problems caused by the noise excess. It deals more specifically with the proposition of an algorithm that makes possible the school administrator verify the acoustic quality of the classrooms and elaborate a work plan that intended to solve the detected problems. The classroom is a place that deserves special attention in the acoustics conditions. In this space the exchange of knowledge takes place in its majority through the speech and in an atmosphere acoustically disturbed, the final result is influenced directly by its quality. Classrooms with low acoustic quality generate damages to the students teaching-learning process and to the teachers vocal health. Through the application of the algorithm the school administrator involves the whole school community in the search of data that makes possible a detailed analysis of the situation of the school. This collective involvement makes actions more easily accepted by all, because all the people involved are represented in the process of data collection and in the decisions taken.

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)