Brazilian Mathematics Research Articles

Awards season for chemists

It is always nice to be able to recognize people’s contributions to science with an award. If they are women and from a country where they represent a minority of leadership positions, like in Brazil, then that makes the accolade a bit more special. Last year C&EN had the opportunity to partner with our colleagues from CAS, a division of ACS, to launch the Awards for Brazilian Women in Chemistry and Related Sciences. With support from the American Chemical Society and the Brazilian Chemical Society (SBQ), our goal was to promote gender equality in the areas of science, technology, engineering, and mathematics in Brazil, as well as to highlight the impact of diversity on scientific research and in the field of chemistry. The call for nominations was very successful and yielded better-than-expected results for both the volume and quality of entries given the awards were in their first year. On

Tachymetry as Resource for Teaching Mathematics in Brazil at the end of the Nineteenth Century

This article deals with the history of educational materials for the teaching of mathematics in Brazilian education in the last years of the 19th century. The assumption is that the production and use of these resources are related to the methods and other elements of school practices and cultures. The objective is to describe historical elements of the diffusion of the tachymetric method in Brazil, indicated for the teaching of mathematics, from the French influence. It was observed that, faced with the challenge of the expansion of popular primary education, there was a tendency to value material resources created in the diffusion of the intuitive method, strongly prioritising the sense of vision and admitting the possibility to obtain almost immediate results, without presupposing the axiomatic formalisation and deductive. Among the educational materials of the time were those of the tachymetric method that wanted to facilitate the study of mathematics in primary elementary schools.

An Historical Investigation about the Dedekind´s Cuts: Some Implications for the Teaching of Mathematics in Brazil

An Historical Investigation about the Dedekind´s Cuts: Some Implications for the Teaching of Mathematics in Brazil

New award honors women in science in Brazil

Three women scientists in Brazil have been recognized with the inaugural C&EN/CAS Awards for Brazil Women in Chemistry & Related Sciences. The winners are Clarissa Piccinin Frizzo of the Federal University of Santa Maria, Cristiane Aparecida Furtado Canto of Oxiteno and the State University of Campinas, and Susana Inés Córdoba de Torresi of the University of São Paulo. They were honored during a symposium and award ceremony held at the São Paulo Research Foundation (FAPESP) in Brazil on Sept. 11. The awards aim to promote gender equality in the areas of science, technology, engineering, and mathematics in Brazil, as well as to develop a more advanced perspective in understanding the impact of diversity on scientific research and in the field of chemistry. The awards are sponsored by CAS, a division of the American Chemical Society, and Chemical & Engineering News, with support from the Brazilian Chemical Society and ACS. FAPESP

<b>O curso de matemática da UEM: uma problematização de sua história em seus primeiros anos

O presente trabalho é resultado de uma dissertação de mestrado vinculada ao Programa de Pós-Graduação em Educação para a Ciência e a Matemática PCM-UEM. O objetivo naquela pesquisa foi investigar historicamente o processo de criação do curso de matemática da Universidade Estadual de Maringá e o desenvolvimento do curso em seus primeiros anos em um período compreendido entre 1969 e 1982. Neste artigo o objetivo é apresentar a narrativa histórica do curso de matemática da UEM construída na dissertação. Este trabalho está inserido no tema da história da matemática no Brasil e a narrativa apresentada é estruturada por meio do entrelaçamento de três perspectivas: a documental, a oral e a bibliográfica. As nossas análises evidenciam que o curso de matemática da UEM foi criado para ajudar no desenvolvimento e na visibilidade da cidade de Maringá, gerar uma abertura para os cursos de engenharia e sanar lacunas de professores do ensino secundário da região naquela época.

The Brazilian mathematics textbook assessments

This paper briefly reviews Brazilian textbook policies during the twentieth century, and pays careful attention to its latest development, PNLD—Programa Nacional do Livro Didatico (National Textbook Program) and its textbook assessments, which selects textbooks that are freely distributed by the Ministry of Education (MEC) to students of public elementary, middle and high schools. We focus on the mathematics textbook assessments, describing their evolution and commenting on some of their accomplishments and problems. The first assessment was carried out for the 1997 school year and retained basically its initial formulation, with changes and improvements, til the assessment for the 2018 school year. As of now, the program is undergoing substantial changes which are briefly discussed and which worry many educators. This assessment was responsible for a definite improvement of mathematics textbooks for elementary, middle and high schools in Brazil. It constitutes a good example of a successful program, coordinated by competent persons from mathematics education, schools of education and mathematics departments of good universities, at first without political interference, and strongly backed by powerful officials in MEC. In the last few years, pressures from publishers and conservative groups have undermined the assessments, with possibly serious consequences.

Aleturgias: rituais de verdade que se movimentam no Colégio Militar de Porto Alegre (CMPA) e na Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP)

Este artigo apresenta um estudo de como rituais de verdade são colocados em operação no Colégio Militar de Porto Alegre (CMPA) e na Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) e como eles se conjugam e se reforçam mutuamente, de modo a posicionar os alunos do CMPA como indivíduos assujeitados à racionalidade neoliberal, tornando-os competitivos e empreendedores de si mesmos. Os aportes teóricos que sustentam a investigação advêm do campo da Educação Matemática, vinculam-se às teorizações de Michel Foucault, principalmente àquelas desenvolvidas em suas obras Segurança, Território e População e Do Governo dos Vivos, convergentes às teorizações pós-estruturalistas. A tática metodológica adotada para analisar o material de pesquisa foi balizada pela análise do discurso, tratada e discutida por Michel Foucault. O material de pesquisa abrange documentos do CMPA e o site oficial da OBMEP. O exercício analítico efetivado sobre o material de pesquisa mostrou que as aleturgias colocadas em movimento no CMPA e na OBMEP possuem aproximação de táticas que convergem para os princípios da sociedade de controle e de regulação.

Colaboração da Matemática brasileira na Web of Science (2004-2013)

http://dx.doi.org/10.5007/1518-2924.2017v22n49p115Pesquisa bibliométrica cujo objetivo é analisar as características da colaboração da matemática brasileira, através dos artigos indexados na base de dados Web of Science, no período de 2004 a 2013. Os dados foram analisados sob a figura de tabelas, gráficos e grafos gerados através do uso dos softwares Excel, BibExcel, UCINET e NETDRAW. Apresenta como resultados a recuperação de 8.625 artigos. Constata a presença de 75 países e 1.342 instituições. Identifica que há 14,04% de autoria única, 34,91% de colaborações nacionais e 51,04% de colaborações internacionais. Conclui que a área encontra-se em franco desenvolvimento, com significativa internacionalização.

FORMAÇÃO DE PROFESSORES EM MODELAGEM MATEMÁTICA NA EDUCAÇÃO MATEMÁTICA BRASILEIRA: QUESTÕES EMERGENTES

Teacher Education in Modeling is a thematic that has become relevant from 2001 in the Brazilian Mathematics Education. In other words, it became systematically themed in dissertations and theses. More than a decade later, problems pointed long ago still remain and others emerge in the context of academic production and pedagogical practices of the area. In this sense, we aim, in this essay, to resume this discussion in another perspective. Inspired by the paper from Barbosa (2001a) Mathematical Modeling and teachers: the issue of training, we established our own notes, seeking to advance what was once discussed by the author, interrogating meanings he pointed out and adding other arguments about the theme. The main strategy, highlighted in the text, about teacher training in Mathematic Modeling, involves the constitution of collective thought in the area.

The man who loved to count and the incredible story of the 35 camels

ABSTRACT2015 marked the 120th anniversary of the birth of Brazilian mathematics professor, storyteller and writer Julio Cesar de Mello e Souza. Under the pen name Malba Tahan, he published a seminal, widely translated book on recreational mathematics. We reveal the origin of his best-known story, the riddle of the 35 camels to be divided among three sons, in proportions of one half, one third and one ninth. This riddle is cleverly solved by adding one camel before dividing them amongst the brothers, and then subtracting two camels afterwards. We discuss the question of this puzzle's origins and provide all the solutions to the more general puzzle in which the number of camels and the proportions are permitted to vary. Finally, we conclude that Tahan, the man who loved to count, really existed.

Instrução de modelagem de David Hestenes: uma proposta de ciclo de modelagem temático e discussões sobre alfabetização científica

O trabalho pedagógico com modelagem matemática pressupõe investigar situações da realidade. Contudo, modelos mentais formados a partir do contato com o mundo vivencial geralmente são incompatíveis com os modelos conceituais. Assim, David Hestenes sustenta a tese de que um dos maiores desafios do ensino e da aprendizagem em ciências e matemática é coordenar modelos conceituais com modelos mentais, o que o levou à elaboração de uma didática em modelagem matemática: a Instrução de Modelagem. Nosso objetivo é apresentar uma proposta de ciclo de modelagem temático elaborada nos pressupostos hestenesianos e discutir sobre possibilidades para alfabetização científica. A questão principal foi saber como emergem indicadores para alfabetização científica durante o ciclo proposto. Trata-se de uma pesquisa bibliográfica com a finalidade de identificar na literatura disponível as contribuições sobre o assunto e levantar possibilidade e desafios para o ensino brasileiro de ciências e matemática. Resultados preliminares indicam que o ciclo de modelagem proposto pode desenvolver indicadores para alfabetização científica de diferentes naturezas.

A pesquisa em investigação matemática: sobre a formação de professores nas produções brasileiras

Orientados pela interrogação o que se mostra da formação de professores nas dissertações e teses brasileiras de Investigação Matemática na Educação Matemática?, realizamos neste artigo um metaestudo, buscando compreender o que se mostra das produções sobre a Investigação Matemática no que tange à formação de professores. A abordagem assumida é de cunho qualitativo sob a perspectiva fenomenológica. Utilizamos o software Atlas. T.i. no processo de análise e categorização dos dados, a qual foi realizada hermeneuticamente. O movimento que efetuamos nos permite afirmar que aspectos como a experiência, o fazer, a reflexão, o ambiente escolar, a sala de aula e a prática do professor estão sendo considerados como significativos na formação de professores. Todavia, é necessário superar os estudos de caso e engendrar estudos pormenorizados que explicitem meios possíveis de integrar teoria e prática ao longo de todo o processo de formação do professor.

A Olimpíada Brasileira de Matemática sob a ótica dos docentes das escolas públicas de Água Branca-PI

Analyze the implications of the Brazilian Mathematics Olympiad of Publics Schools (OBMEP) in the mathematics teaching-learning process in ÁguaBranca-PI, from 2005 until 2014. For this, we conducted a qualitative studywith 10 (ten) professionals, from05 (five) OBMEP participant schools. They were submitted to a recordedinterview, andthey answered a semi-structured questionnaire. The results showthat the Olympics positively influence the teaching and learning of mathematics in order to awaken student interest in the subject. However, it is clear the concern of educators regarding the difficulties in implementing projects aimed at preparing students for better results in OBMEP. The research enabled us to reflect on the challenges faced by teachers, students’difficulties facing the mathematical content,and the possible contributions of usability issues from the Olympics as a teaching and learning methodology of that science.

O USO DE DOBRADURAS COMO RECURSO PARA O ENSINO DA GEOMETRIA PLANA: HISTÓRIA, TEOREMAS E PROBLEMAS

http://dx.doi.org/10.5902/2179460X14617The concern in the performance of school teachers through the new reality of the Brazilian mathematics education motivated the beginning of this study, since learning undergoes constant changes and hence the need to monitor the changes in such a scenario. Thus, the objective of this work is to enable a literary source for school teachers to deepen their theoretical knowledge in order to convey the contents of Euclidean Plane with the use of concrete materials in their classrooms. The methodology used was the literature survey of articles that focus on the main results needed for the theme of geometry taught through learning folds. As a result, we can mention the creation of a text on the history of folding, theorems and problems involving geometry and the different ways of solving them, through a playful and also theoretically.

A Formação do Educador Matemático Ubiratan D’Ambrosio: trajetória e memória

Este artigo apresenta a história de vida do educador matemático brasileiro Ubiratan D’Ambrosio. Buscou-se reconstruir sua trajetória pessoal e profissional desde sua infância aos dias atuais. Para tanto, foram realizadas diversas entrevistas e consultados documentos de seu acervo pessoal, fundamentando-se, teoricamente, nas ideias de Nóvoa (2000), considerando-se a impossibilidade de desvincular o professor como profissional e o professor como pessoa. As vivências e aprendizagens desse educador permitem descortinar um panorama da Educação Matemática, a partir da década de 1940, pois são fecundas para a compreensão dos percursos de formação docente e contribuem para a apropriação de diferentes processos de ensino e aprendizagem e apreensão do cotidiano escolar.

O que é número?: produção, circulação e apropriação da Matemática Moderna para crianças

O estudo aborda as mudanças nos conteúdos a serem ensinados nos primeiros anos da escola elementar. Em particular, considera o ensino de matemática. Atém-se, sobretudo, à emergência da Matemática Moderna no Brasil. De forma específica, analisa o conceito de número. Leva em consideração, como base teórico-metodológica, estudos vindos da História Cultural. Na análise realizada trata de movimentos pedagógicos anteriores ao que fica conhecido como Movimento da Matemática Moderna: o ensino tradicional, o ensino intuitivo e o escolanovismo. Em seguida, leva em conta a emergência, divulgação e apropriação de uma nova matemática escolar a partir de finais da primeira metade do século XX. O artigo orienta-se pela seguinte questão: que alterações o conceito de número sofre, na matemática escolar brasileira, em finais da década de 1950? Como resultado do estudo revela-se como se dá o processo de produção, de circulação e de apropriação de novos conteúdos elementares da matemática escolar para crianças.

Evaluating the Impact of the Brazilian Public School Math Olympics on the Quality of Education

(ProQuest: ... denotes formulae omitted.)The current debate on education in Latin America centers on the need to raise the quality of education offered and to universalize school attendance. While many Latin American countries have achieved almost universal school attendance among children from 7 to 14 years of age, much remains to be done in terms of older and younger groups (Lopez-Calva and Lustig 2010). With respect to educational quality, international test score results show that Latin American students tend to perform very badly in comparison with students in other countries. Figure 1, for example, compares average math test scores in several Latin American countries with those in high-scoring countries and with the OECD average, using the results of the latest (2009) PISA international evaluation. The figure shows quite clearly that the relative performance of Latin American students is dismal, even if one takes into account that the improvements in results over time in Brazil and Chile were among the greatest in this PISA.Hanushek and Woessmann (2009) examines the importance of educational quality, measured by cognitive tests, for growth in various regions. The authors' estimated effects of cognitive skills are smaller in the Latin American subsample than in subsamples from other regions, but they are still important and statistically significant. Various government educational policies, along with initiatives from civil society and business, are aimed at addressing the questions of attainment and quality, but particular emphasis has been given to improving the quality of the education offered by public schools in Latin American countries (see Glewwe and Kremer 2006 for a review). This paper contributes to this literature by estimating the impact and analyzing the cost-benefit relationship of a specific educational program, the Brazilian Public School Math Olympics (OBMEP), a program aimed at encouraging better mathematics teaching and learning in Brazil.Math olympics can be found in several countries around the world. One of the oldest programs is the International Mathematical Olympiad (IMO), which has run since 1959 and includes both public and private schools. In 2011, 101 countries took part in the IMO, with teams of around six participants (participants are high school students 19 years of age or less). The event is held in a different country every year. The main goal of the IMO is to identify and recognize the top young mathematicians in the world. It is expected that in the process of selecting their national teams, participating countries stimulate interest in mathematics in their country.The United States and Colombia both conduct national math olympics, and both declare that the main objective of the competition is to bolster educational quality in general. In the United States, competitions are held for all school grades, and in Colombia, as in Brazil, participation is open to students in secondary school or above. The math olympics in other countries are open to all schools, both public and private.1In Brazil there are two math olympics, run by the federal government. Brazilian Mathematics Olympics (OBM) includes public and private schools, and the Public School Math Olympics program restricts its focus to public schools. The latter, which is the focus of this study, has been promoted yearly since 2005 by the Ministry of Education and the Ministry of Science and Technology in partnership with the Institute of Pure and Applied Mathematics (IMPA) and the Brazilian Mathematical Society (SBM); the last two institutions are responsible for its academic direction. Students from secondary and high school can participate in the program.2The stated objectives of the OBMEP are to stimulate and promote the study of mathematics among public school students; to contribute to the quality of basic education; to identify talented young people and encourage them to pursue careers in science and technology; to encourage the professional improvement of public school teachers; to contribute to the integration of public schools and public universities, research institutes, and scientific societies; and to promote social inclusion by spreading knowledge. …

Dynamics of change of mathematics education in Brazil and a scenario of current research

Mathematics education in Brazil, if we consider what one may call the scientific phase, is about 30 years old. The papers for this special issue focus mainly on this period. During these years, many trends have emerged in mathematics education to address the complex problems facing Brazilian society. However, most Brazilian mathematics educators feel that the separation of research into trends is a theoretical idealization that does not respond to the dynamics of the problems we face. We raise the conjecture that the complexity of Brazilian society, where pockets of wealth coexist with the most shocking poverty, has contributed to the adoption and generation of different strands in mathematics education, crossing the boundaries between trends. At a more micro level, we also raise the conjecture that Brazilian trends in research are interwoven because of the way that Brazilian mathematics educators have experienced the process of globalization over these 30 years. This tapestry of trends is a predominant characteristic of mathematics education in Brazil.

Digital technologies and the challenge of constructing an inclusive school mathematics

This article addresses research related to the use of digital technologies in the teaching and learning of mathematics in Brazil. Its scope is limited to the context of school mathematics and, more specifically, to an ongoing research programme which involves the development of collaborative research partnerships with teachers of mathematics. The paper begins with a brief presentation of the introduction of computers into the Brazilian educational scenario in the 1980s, highlighting how computer technology was heralded as a key to permitting new pedagogical approaches appropriate to the constructivist philosophy of that time. It goes on to consider recent developments in the theoretical frameworks used to interpret mathematics learning in the presence of digital technologies and the importance of focusing on the learning system as a whole, considering epistemological, cognitive and pedagogic dimensions concomitantly. In this vein, it is argued that for any real integration to take place, the mathematical practices afforded by digital tools must be considered legitimate by all the actors in this process and, perhaps most notably, by teachers. The rest of the paper focuses on our approaches to involve teachers in making decisions about technology use in their own classrooms. The strategy used was based on the realisation of research activities underpinned by the idea of the collaborative design of learning situations and the goal of including the wide diversity of learners that characterises Brazilian mathematics classrooms.

Brazilian research on modelling in mathematics education

The objective of this article is to present a current panorama of research on mathematical modelling in Brazilian mathematics education by approaching it from three perspectives. The first addresses the historical roots of this field of knowledge in Brazil, highlighting the relationship with the international community, masters and doctoral research, and some important forums dedicated to modelling in Brazil. The second is a synthesis of some existing works also dedicated to the discussion of Brazilian research and publications related to modelling in mathematics education. The third perspective consists of description and analysis of research, in terms of the authors’ proposed objectives, presented in recent national scientific events, seeking to characterize and comprehend current interests that move research in this field. Based on this panorama, I offer some cautionary notes to Brazilian researchers regarding care to be taken when proposing new research in modelling in mathematics education, and I present a proposal for future studies.