{ListaRepea} Fwd: {grupo_oca} obrigado2

Por favor, encaminhem para todas as pessoas que conosco contribuíram nas lutas de 2017 pela realização da Jornada Universitária pela Reforma Agrária e contra o obscurantismo na universidade e na sociedade.


Muita força para 2018!

Compas da jornada 2017,

Já expressei anteriormente o "obrigado" por vocês terem renovado o nosso ânimo de atuar, de continuar a continuar nessa caminhada por esta pequena e bela Terra, quando manifestaram, por meio de email, telefonemas, mensagens no fb e zap, assinaturas de solidariedade, vídeos e ações compartilhadas, apoio às lutas pela liberdade de pensamento, pesquisa e expressão na universidade e na sociedade brasileira.

Em conjuntura de retrocessos democráticos e polarizações agressivas e pouco inteligentes, ter contado com o apoio de vocês fortaleceu a nossa vontade de resistir e atuar pelo "bem viver" da nossa e das demais espécies.

As atividades de educação e pesquisa no campo ambientalista/ecologista, realizadas junto à Oca – Laboratório de Educação e Política Ambiental do depto de Ciências Florestais da ESALQ/USP,  expressam na agroecologia e nas demandas por reforma agrária e agricultura familiar uma de suas facetas mais radicalmente comprometidas com a melhoria existencial de todos os humanos em estreito compromisso com a recuperação e  conservação dos sistemas naturais e das condições de vida de todas as demais espécies com as quais compartilhamos este Planeta.

Em sintonia com o mais lúcido estadista deste início de século, o Papa Francisco, dissemos e continuaremos a dizer em alto e bom som: enquanto houver alguém buscando teto, terra e trabalho não estará cumprida a responsabilidade básica das sociedades humanas de propiciar o desenvolvimento pleno de cada pessoa. Pleno acesso à saúde, educação, alimentação e a todos os bens da natureza será conseqüência desejável do esforço coletivo, alicerçado nos desejos interiorizados em cada ser humano, de "liberdade, igualdade e fraternidade", de democracia plena e popular, de inclusão na diversidade, de simplicidade voluntária. Como escreveu Montesquieu, a frugalidade interiorizada deve ser o espírito das leis nas democracias populares.

Como cultivar a frugalidade, em sociedades hiper consumistas, individualistas, hedonistas, pautadas pelo ter, pelo acúmulo de bens materiais e pelo tirar vantagem em tudo? Como trazer a Universidade e as instituições públicas de pesquisa e educação para abrirem espaços cada vez maiores para compromissos desse tipo? Como educar crianças e jovens para novos valores se a humanidade que os acolhe ainda está pautada por valores de séculos passados, por paixões negativas, pelo niilismo, diversionismo e drogadição? Como promover transformações políticas e culturais de transição para sociedades sustentáveis?

Que tais desafios animem 2018! Que a solidariedade nos anime!

Que a busca por contribuir na construção de sociedades ecossocialistas, do bem viver e sustentáveis, continue a ser a utopia a iluminar nossas práticas diversas e convergentes!

Que a nossa união na diversidade forje um imenso movimento educador, com múltiplos e incontáveis círculos locais de resistência, resiliência e rebelião atuando para "Mudar o Sistema, Não o Clima"!

Novamente obrigado! Um 2018 repleto de aprendizados felizes para todos nós!

Marcos

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[MEEF] 10 Tendências Tecnológicas no Fitness e no Esporte

Olá, tudo certo?

Há anos acompanho o relatório de tendências da ACSM (http://www.acsm.org/) e senti a necessidade de ter acesso a um conteúdo mais amplo e inovador. Uma vez que a definição de tendência, por sí só, envolve a análise de identificação de padrões em diferentes mercados.

Como não encontrei esse material, resolvi fazer o meu próprio (em anexo) e agora divido com você para que possa opinar a respeito :)

Antes, gostaria de explicar brevemente o porquê de eu não acreditar que dá para entender o mercado de fitness olhando apenas para o mercado de fitness. E é pelo mesmo motivo que a Kodak não investiu na câmera digital, nem a Blockbuster criou o Netflix, nem nenhuma companhia de Taxi criou o Uber.

Pois para inovar, é preciso ter um olhar mais amplo para o que está acontecendo no mundo, não só no seu mercado.

Acesse o material em anexo e terei o maior prazer em discutir esses pontos com você!

Para isso, basta responder esse e-mail.

Beijo,

Alessandra Tavares



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[MEEF] Solicitação financeira do PayPal cancelada

Caro(a) meef-nacional@googlegroups.com ,

🔈🔈🔈ESB DIVULGAÇÕES🔈🔈🔈Deseja divulgar seu serviço ou produto para o Brasil e o Mundo?Nós dispomos da solução! Acesse nosso site e veja mais detalhes de como funciona:👇👇👇www.esbdivulgacoes.net (eds222@payperex2.com) cancelou a seguinte solicitação de dinheiro:

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Detalhes da solicitação financeira
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Valor:€0,07 EUR

Data: 2017/10/22

Atentamente,

PayPal

PROTEJA A SUA PALAVRA-PASSE

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Copyright © 1999-2017 PayPal. Todos os direitos reservados. PayPal (Europe) S.à r.l. et Cie, S.C.A. Société en Commandite par Actions Sede oficial: 22-24 Boulevard Royal, L-2449 Luxembourg RCS Luxembourg B 118 349

PayPal PPX000862:1bf5bee038690

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[Profs Mat:8740] Lançamento v.6, n.12 da RPEM - EDUCAÇÃO MATEMÁTICA CRÍTICA


Revista Paranaense de Educação Matemática 
 
A Universidade Estadual do Paraná / Campus de Campo Mourão e o Colegiado de Matemática anunciam que já se encontra publicado o v.6, n.12 da Revista Paranaense de Educação Matemática, que pode ser conferido no link abaixo. Trata-se do número temático EDUCAÇÃO MATEMÁTICA CRÍTICA   

 
Lembramos também que nosso periódico recebe textos continuamente.  
 
Revista Paranaense de Educação Matemática, Qualis: B1 (Ensino) 
 
 
APRESENTAÇÃO 
Ana Carolina Faustino e Guilherme Henrique Gomes da Silva 
 
ENTREVISTA 
ERIC GUTSTEIN E A LEITURA E ESCRITA DO MUNDO COM A MATEMÁTICA
Amanda Queiroz Moura e Ana Carolina Faustino 
 
ARTIGOS CIENTÍFICOS 
 
O QUE PODERIA SIGNIFICAR A EDUCAÇÃO MATEMÁTICA CRÍTICA PARA  DIFERENTES GRUPOS DE ESTUDANTES? 
Ole Skovsmose 
 
AUTO-EXCLUSION IN MATHEMATICS EDUCATION 
David Kollosche 
 
CENÁRIOS PARA INVESTIGAÇÃO, IMAGINAÇÃO E AÇÃO 
Denival Biotto Filho, Ana Carolina Faustino e Amanda Queiroz Moura 
 
UN PROYECTO POLÍTICO PARA LA EDUCACIÓN DE MUJERES A TRAVÉS  DE PRÁCTICAS CON LAS MATEMÁTICAS ESCOLARES 
Edgar Johanni Angulo Oliveros, Claudia Salazar Amaya e Jorge Edilson Solano Espitia 
 
A OFICINA DE MODELAGEM #OCUPAICEX: EMPODERAMENTO POR MEIO  DA MATEMÁTICA 
Jussara Loiola Araújo e Danielle Alves Martins 
 
EDUCAÇÃO MATEMÁTICA CRÍTICA E PREOCUPAÇÕES URGENTES:  CENÁRIOS PROMOVEDORES DE EQUIDADE E JUSTIÇA SOCIAL 
Guilherme Henrique Gomes da Silva, Renato Marcone, Gabriela Felix Brião e  Marco Aurélio Kistemann Jr 
 
DO EXERCÍCIO AOS CENÁRIOS PARA INVESTIGAÇÃO: A APLICAÇÃO DE  ATIVIDADES DE EDUCAÇÃO FINANCEIRA POR PROFESSORAS DOS ANOS  INICIAIS DO ENSINO FUNDAMENTAL EM UMA ESCOLA DE RECIFE Anaelize dos Anjos Oliveira, Laís Thalita Bezerra dos Santos e  Cristiane Azevêdo dos Santos Pessoa 
 
CENÁRIOS PARA INVESTIGAÇÃO: AMBIENTES DE APRENDIZAGEM  MATEMÁTICA NA EDUCAÇÃO ESCOLAR INDÍGENA 
Luzia Voltolini e Carmen Teresa Kaiber 
 
AS AVALIAÇÕES EXTERNAS E A EDUCAÇÃO MATEMÁTICA CRÍTICA:  CONEXÕES E IMPASSES 
Bruno Damien da Costa Paes Jürgensen e Mara Regina Lemes De Sordi 
 
O DIÁLOGO NOS AMBIENTES DE APRENDIZAGEM NAS AULAS DE  MATEMÁTICA 
Raquel Milani, Paula Andrea Grawieski Civiero, Daniela Alves Soares e  Aldinete Silvino de Lima 
 
ATIVIDADES MATEMÁTICAS PROPOSTAS POR PROFESSORES QUE  ENSINAM NA EJA CAMPO - ENSINO MÉDIO 
Josias Pedro da Silva e Iranete Maria da Silva Lima 
 
EDUCAÇÃO PARA O CONSUMO: ALGUMAS REFLEXÕES  
Ana Lucia Nogueira Junqueira 
 
MODELAGEM MATEMÁTICA: ABORDAGENS NA EDUCAÇÃO BÁSICA NA  PERSPECTIVA DA EDUCAÇÃO MATEMÁTICA CRÍTICA 
Milene Nagila Mesquita e Amauri Jersi Ceolim 
 
EDUCAÇÃO MATEMÁTICA CRÍTICA E MATERIAIS APOSTILADOS:  PERSPECTIVAS E CONCEPÇÕES DE ENSINO DE FRAÇÃO 
Kêite Ferreira de Almeida e Roberto Barcelos Souza 
 
DA TRADIÇÃO ABSOLUTISTA À ABORDAGEM SOCIOPOLÍTICA EM  MATEMÁTICA: CONTRIBUIÇÕES DA EDUCAÇÃO MATEMÁTICA CRÍTICA Mario de Souza Santana  
 
PROGRAMA DE EDUCAÇÃO FINANCEIRA NAS ESCOLAS - ENSINO MÉDIO:  UMA ANÁLISE DOS MATERIAIS NA PERSPECTIVA DA EDUCAÇÃO  MATEMÁTICA CRITICA 
Inglid Teixeira da Silva e Ana Coêlho Vieira Selva  
 
 
RELATOS DE EXPERIÊNCIA 
 
CENÁRIOS PARA INVESTIGAÇÕES NAS SALAS DE AULAS DE MATEMÁTICA  DE ESCOLAS BRASILEIRAS Reginaldo Ramos Britto, Amanda Queiroz Moura, Carolina Azevedo França Nascimento e Célia Roncato, Denival Biotto Filho e Michele Oliveira Ribeiro Figueiredo  
 
A EDUCAÇÃO MATEMÁTICA CRÍTICA PROPORCIONANDO UMA DISCUSSÃO  SOBRE CURRÍCULO NA FORMAÇÃO INICIAL DE PROFESSORES Línlya Sachs e Henrique Rizek Elias


Fábio Alexandre Borges
Editor da RPEM

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[Profs Mat:8740] V SIPEQ: estendido o prazo de inscrição

Gostaria de informar a todos que o prazo para inscrições e submissão de trabalho no V SIPEQ - Seminário Internacional de Pesquisa e Estudos Qualitativos foi estendido até 31 de janeiro de 2018.

O V SIPEQ constituirá um fórum para debater Pesquisa Qualitativa na Educação e nas Ciências.

Mais informações no site:https://sepq.org.br/eventos/VSIPEQ/

Inscrições limitadas a 600 pessoas, por ordem de chegada.


A comissão organizadora


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[Profs Mat:8739] Fwd: Announcements: Freudenthal and Klein Award Recipients


Espetacular as medalhas Felix Klein Hans Freundenthal!

E uma brasileira ganha uma delas! 

Agora temos Ubi D'Ambrosio e Teresinha Nunes!

marcelo c. borba


Depto de Educação Matemática (Mathematics Education Department)
IGCE
Unesp
AV 24A, 1515
13506 900 Rio Claro, SP

---------- Forwarded message ----------
From: Jerry Becker <jbecker@siu.edu>
Date: 2017-12-21 21:21 GMT-02:00
Subject: Announcements: Freudenthal and Klein Award Recipients
To: JERRY-P-BECKER-INT-L@listserv.siu.edu


ICMI NEWS 
Special Edition 2017
Announcement of the recipients of the 2017 Hans Freudenthal Award and the 2017 Felix Klein Award

Editors:
Abraham Arcavi (ICMI Secretary General); Merrilyn Goos (ICMI Vice President); Lena Koch (IMU Secretariat, ICMI Administrator)

Contact:

Graphic Design:
Lena Koch

Contents
Announcement of the recipients of the 2017 Hans Freudenthal Award and the 2017 Felix Klein Award:

The 2017 Hans Freudenthal Award for outstanding contributions of an individual's theoretically well-conceived and highly coherent research programme for Terezinha Nunes

The 2017 Felix Klein Award for life-time achievement in mathematics education research for Deborah Loewenberg Ball

***************

The 2017 Hans Freudenthal Award for outstanding contributions of an individual's theoretically well-conceived and highly coherent research programme for Terezinha Nunes

The Freudenthal Award, with which ICMI honors innovative, consistent, highly influential and still ongoing programs of research in mathematics education, is being awarded in 2017 to Professor Terezinha Nunes, University of Oxford, UK, for her outstanding contribution to our understanding of mathematical thinking, ist origins and development.

For more than 35 years now Terezinha Nunes has been researching children's mathematical learning, as it takes place in formal and informal settings. The results of her numerous, exemplarily designed studies combine into an insightful, consistent, and comprehensive story of the emergence and evolution of mathematical thinking. This constantly developing account has been inspiring the work of mathematics education researchers and informing mathematics teachers' practices all over the world. It has had a major impact on both what we know about children's learning of mathematics and on how we know and think about it.

Terezinha Nunes' research has been immensely innovative and influential from its earliest stages. In one of her first studies, she documented the mathematical skills of young Brazilian street vendors who, although almost unschooled and incapable of executing paper-and-pencil arithmetic tasks, proved impressively proficient in complex money transactions. Understandings gained through this research have echoed throughout the mathematics education literature ever since the project's completion, for almost three decades now. It was one of those studies that, in the last quarter of the 20th century, revolutionized our thinking about learning-about its nature, origins and development. Conducted with David Carraher and Analucia Schliemann and summarized in their seminal book Street Mathematics (1993), this research made a decisive contribution to what is now known as the "situative turn" in the learning sciences at large, and in mathematics education in particular. Terezinha Nunes' contribution to this conceptual revolution has been evidenced, among others, by the widespread use of the term street mathematics and by the large number of cross-situational and cross-cultural studies on mathematics learning inspired by her work.

Terezinha Nunes' later research on the development of mathematical thinking, conducted in Brazil and the UK, spans multiple mathematical topics, from additive and multiplicative reasoning to fractions, variables, randomness and probability. She has studied children's logical reasoning and its role in the learning of mathematics, as well as problem solving and the way mathematics is being used in science. A special place in her work has been reserved for research on the mathematics learning of deaf children and for developing and testing innovative intervention programs based on insights thus gained. In parallel to the work of scrutinizing different types of mathematical thinking and their development, Terezinha Nunes has also systematically constructed a big picture of this development. As research findings have accumulated, she has been adjusting and refining her syntheses. Different versions of these cumulative, integrative accounts have been disseminated, among others, through her 2000 ICME plenary address, her 1996 book written with Peter Bryant Children Doing Mathematics, and the 2016 ICME monograph Teaching and Learning about Numbers in Primary School, which she co-authored with colleagues. 

While forging her stories on children's thinking about numbers, Terezinha Nunes has been transforming her own thinking as a researcher. She has come a long way from being a traditionally trained clinical psychologist, whose research was firmly grounded in Piaget's ideas about human development, to being inspired by cultural psychology and the work of Vygotsky and his followers to at least the same extent. Hers is a special type of synthesis between cognitivist and sociocultural approaches. Today, she speaks about "mathematics learning as the socialization of the mind" and claims the utmost importance of cultural shaping. At the same time, she asserts the existence of cross-cultural invariants in children's mathematical thinking. If these two tenets may sometimes appear incompatible, she argues, it is only because different cultures build on the common elements to produce forms of mathematical competences diverse enough to make the cross-cultural invariants almost invisible. Another basic tenet of her work is that children's quantitative reasoning may and should be developed independently of, and possibly prior to, their numerical skills. These and many other of her research-generated insights on mathematics learning were novel to the mathematics education community when first announced. Careful to notice phenomena that have escaped the attention of investigators wedded to the "deficit model" of research, she portrayed children's mathematics in unprecedented detail and depth.

Terezinha Nunes' tendency for bridging apparent opposites and bringing the separate together finds its expression also in her attempts to improve the practice of teaching mathematics. Not a typical dweller of the ivory tower of academia, she has always made sure that her work finds its way to those for whom it was meant in the first place - educators, parents, and anybody interested in promoting children's learning. She has been consistently translating her research generated insights into innovative pedagogies.

Trained as a psychologist, Terezinha Nunes began investigating children's mathematical thinking because of her professional interest in human development. Her studies soon began to attract the attention of mathematics education researchers, leading to her membership in the International Committee of PME (1986-1990; in 1989-1990 she served as Vice-President of PME) and on editorial boards of major mathematics education journals, Educational Studies in Mathematics (1989-1995) and For the learning of mathematics (2000-2004). Since then, she has been one of the most widely recognized members of the community of research in mathematics education. This, however, was not her only professional membership. An interdisciplinary thinker, who has been investigating children's evolving reading and writing skills in parallel to her work on mathematical thinking, Terezinha has enjoyed a prominent status also among developmental and cultural psychologists. Her insights about numeracy and about literacy constantly informed and enriched each other and combined together into a major advancement in our understanding of human development and learning in general.

Terezinha Nunes began her studies in psychology in her native Brazil and earned her masters and PhD degrees at City University of New York (1975, 1976, respectively). She began her academic career in Brazil at the Federal University of Minas Gerais and the University of Pernambuco. Later, she moved to the United Kingdom, where she taught at the Institute of Education, University of London, Oxford Brookes University and, since 2005, at the University of Oxford. She is now Professor Emerita at the University of Oxford and a Fellow of Harris Manchester College, Oxford. Throughout her career, she has completed tens, if not hundreds of studies, most of which were conducted in Brazil and in the UK. An exceptionally prolific writer, she has authored or co-authored more than a dozen books and almost two hundred journal papers, book chapters and encyclopedia entries in English and Portuguese. An ardent team player and highly appreciated teacher, Terezinha Nunes has been an inspiration to her colleagues and to her many students.

As an outstanding researcher driven by an insatiable passion for knowing, one who has made a paramount contribution to mathematics education and is likely to continue adding substantial insights for years to come, Terezinha Nunes is an eminently deserving recipient of the Hans Freudenthal Award for 2017.


***************

The 2017 Felix Klein Award for life-time achievement in mathematics education research for Deborah Loewenberg Ball

The Felix Klein Award, with which ICMI honors the most meritorious scholars within the mathematics education community, is given in 2017 to Deborah Loewenberg Ball, the William H. Payne Collegiate Professor in Education and an Arthur F. Thurnau Professor in the University of Michigan, Ann Arbor, MI, US. The Felix Klein Award 2017 is awarded to Professor Ball in recognition of her outstanding contributions and her leadership role in deepening our understanding of the complexities of teaching mathematics and in improving the practice of teaching and of teacher education.

These achievements are grounded in Deborah Ball's firm belief that research and practice of teaching are co-constitutive and must always be developed in tandem. Early in her life, Deborah Ball, at that time an exceptionally talented elementary school mathematics teacher, set out to investigate what was involved in the work of teaching children mathematics "for understanding." Her intention was to uncover the work in order to support the learning of teaching practice. Ever since then, her ambition has been to contribute in a substantial way to the project of improving ways in which mathematics teachers support their students' learning. This goal gave rise to two lines of work, both of them combining research with development in the domain of teacher education. The first strand, in which the research element came first, has been generating studies revolving around the question of what mathematical knowledge is required for teaching learners. In the second line of work, related to the practice of education in a more immediate way, the development of innovative teacher preparation programs has been combined with research, through which Deborah Ball has been trying to gain a better grasp of the moment-to-moment dilemmas with which teachers grapple in the classroom.

The first of these pursuits gave rise to the theory of MKT, Mathematical Knowledge for Teaching, the kind of knowledge that requires competence in both everyday and academic mathematical discourses, but is identical to neither. In her multiple studies, Deborah Ball and her colleagues have been able to identify many unique features of MKT, and then to corroborate the conjecture about a correlation between teachers' competence in this special brand of mathematics and the achievements of their students. With the support of a group of mathematicians, the theory has been translated into an instrument for measuring teachers' knowledge of mathematics for teaching. The MKT project proved highly influential, as evidenced by the widespread use of the term MKT and by the great popularity of Deborah Ball's publications on the topic. Her 2008 paper "Content knowledge for teaching: What makes it special?" co-authored with Mark Hoover and Geoffrey Phelps Thames, which appeared in the Journal of Teacher Education, is one example of such a widely read article.

The second, newer strand of Deborah Ball's work is centered in TeachingWorks, a national organization she established at the University of Michigan to help in improving teachers' preparation and to define "a professional threshold for entry to teaching." The mission of the institute is to identify "high-leverage" teaching practices, that is, those recurring elements of teacher's classroom activities that are central to what Deborah Ball terms "the work of teaching." It is also part of the mission to work in partnerships with others to improve the preparation of teachers. To this end, Deborah Ball has been carrying in-depth analyzes of the ways in which mathematics teachers juggle their multiple classroom tasks, such as interpreting the learner's often idiosyncratic ways of thinking, gradually transforming the children's special understandings into more canonical ones, sustaining equitable learning dialogue and taking care of the emotional well-being of the students. This line of Deborah Ball's research, while relatively new, seems to be an attempt to close the circle that opened with the early reflection on her intuitive efforts, as a teacher, to identify and to bridge the gap between her own mathematics and the mathematics of her students. Indeed, this current research project harks back to Deborah Ball's early publications, such as her now classical 1993 article "With an eye on mathematical horizon:  Dilemmas of teaching elementary school mathematics", in which the memorable case of "Sean numbers" helped the author to highlight challenges of classroom teaching.

Deborah Ball has played multiple leadership roles, and not only within community of mathematics education but also within that of education at large, and not only within United States, but internationally. In all these arenas, hers was a systematic effort to build bridges. Her years-long work on bringing together research and practice of mathematics education is just one example of these attempts. Another expresses itself in her striving for a fruitful collaboration between the communities of mathematicians and of mathematics educators. In this later undertaking, she has been acting on her strong belief that certain differences of opinions on mathematics and on teaching that arise occasionally between these two communities, far from being an obstacle, are likely to help in creating a synergetic partnership.

Deborah Ball's achievements as a researcher and a leader have been recognized nationally and internationally. This recognition is signaled, among others, by the unprecedented frequency with which her publications are cited by other authors, by her great popularity as a speaker, by  her multiple roles within ICMI and by her membership of numerous policy-making or advisory committees, such as the National Science Board, appointed by President Barack Obama. Whereas her work is firmly grounded in mathematics education, the recognition of its outcomes goes well beyond the community of mathematics education. This is evidenced by Deborah Ball's prestigious membership in the National Academy of Education and by her current roles as the President of the American Educational Research Association and as a member of the American Academy of Arts and Sciences.

Deborah Ball has been an elementary classroom teacher before and during her studies at Michigan State University, which she completed in 1988 with a PhD in mathematics education. Upon graduation, she joined Michigan State University, and in 1996 she was recruited to the University of Michigan to develop the mathematics education group. She has been teaching at the University of Michigan ever since then and also spent over a decade serving as Dean of the School of Education there.

With more than thirty years of outstanding achievements in mathematics education research and development, Deborah Ball is a most distinguished member of mathematics education community and a highly deserving recipient of 2017 Felix Klein Award.


Editors:
Abraham Arcavi (ICMI Secretary General); Merrilyn Goos (ICMI Vice President); Lena Koch (IMU Secretariat, ICMI Administrator)

Contact:
abraham.arcavi@weizmann.ac.il; m.goos@uq.edu.aulena.koch@wias-berlin.de

Graphic Design:
Lena Koch

Contents
Announcement of the recipients of the 2017 Hans Freudenthal Award and the 2017 Felix Klein Award:

The 2017 Hans Freudenthal Award for outstanding contributions of an individual's theoretically well-conceived and highly coherent research programme for Terezinha Nunes

The 2017 Felix Klein Award for life-time achievement in mathematics education research for Deborah Loewenberg Ball

***************

The 2017 Hans Freudenthal Award for outstanding contributions of an individual's theoretically well-conceived and highly coherent research programme for Terezinha Nunes

The Freudenthal Award, with which ICMI honors innovative, consistent, highly influential and still ongoing programs of research in mathematics education, is being awarded in 2017 to Professor Terezinha Nunes, University of Oxford, UK, for her outstanding contribution to our understanding of mathematical thinking, ist origins and development.

For more than 35 years now Terezinha Nunes has been researching children's mathematical learning, as it takes place in formal and informal settings. The results of her numerous, exemplarily designed studies combine into an insightful, consistent, and comprehensive story of the emergence and evolution of mathematical thinking. This constantly developing account has been inspiring the work of mathematics education researchers and informing mathematics teachers' practices all over the world. It has had a major impact on both what we know about children's learning of mathematics and on how we know and think about it.

Terezinha Nunes' research has been immensely innovative and influential from its earliest stages. In one of her first studies, she documented the mathematical skills of young Brazilian street vendors who, although almost unschooled and incapable of executing paper-and-pencil arithmetic tasks, proved impressively proficient in complex money transactions. Understandings gained through this research have echoed throughout the mathematics education literature ever since the project's completion, for almost three decades now. It was one of those studies that, in the last quarter of the 20th century, revolutionized our thinking about learning-about its nature, origins and development. Conducted with David Carraher and Analucia Schliemann and summarized in their seminal book Street Mathematics (1993), this research made a decisive contribution to what is now known as the "situative turn" in the learning sciences at large, and in mathematics education in particular. Terezinha Nunes' contribution to this conceptual revolution has been evidenced, among others, by the widespread use of the term street mathematics and by the large number of cross-situational and cross-cultural studies on mathematics learning inspired by her work.

Terezinha Nunes' later research on the development of mathematical thinking, conducted in Brazil and the UK, spans multiple mathematical topics, from additive and multiplicative reasoning to fractions, variables, randomness and probability. She has studied children's logical reasoning and its role in the learning of mathematics, as well as problem solving and the way mathematics is being used in science. A special place in her work has been reserved for research on the mathematics learning of deaf children and for developing and testing innovative intervention programs based on insights thus gained. In parallel to the work of scrutinizing different types of mathematical thinking and their development, Terezinha Nunes has also systematically constructed a big picture of this development. As research findings have accumulated, she has been adjusting and refining her syntheses. Different versions of these cumulative, integrative accounts have been disseminated, among others, through her 2000 ICME plenary address, her 1996 book written with Peter Bryant Children Doing Mathematics, and the 2016 ICME monograph Teaching and Learning about Numbers in Primary School, which she co-authored with colleagues. 

While forging her stories on children's thinking about numbers, Terezinha Nunes has been transforming her own thinking as a researcher. She has come a long way from being a traditionally trained clinical psychologist, whose research was firmly grounded in Piaget's ideas about human development, to being inspired by cultural psychology and the work of Vygotsky and his followers to at least the same extent. Hers is a special type of synthesis between cognitivist and sociocultural approaches. Today, she speaks about "mathematics learning as the socialization of the mind" and claims the utmost importance of cultural shaping. At the same time, she asserts the existence of cross-cultural invariants in children's mathematical thinking. If these two tenets may sometimes appear incompatible, she argues, it is only because different cultures build on the common elements to produce forms of mathematical competences diverse enough to make the cross-cultural invariants almost invisible. Another basic tenet of her work is that children's quantitative reasoning may and should be developed independently of, and possibly prior to, their numerical skills. These and many other of her research-generated insights on mathematics learning were novel to the mathematics education community when first announced. Careful to notice phenomena that have escaped the attention of investigators wedded to the "deficit model" of research, she portrayed children's mathematics in unprecedented detail and depth.

Terezinha Nunes' tendency for bridging apparent opposites and bringing the separate together finds its expression also in her attempts to improve the practice of teaching mathematics. Not a typical dweller of the ivory tower of academia, she has always made sure that her work finds its way to those for whom it was meant in the first place - educators, parents, and anybody interested in promoting children's learning. She has been consistently translating her research generated insights into innovative pedagogies.

Trained as a psychologist, Terezinha Nunes began investigating children's mathematical thinking because of her professional interest in human development. Her studies soon began to attract the attention of mathematics education researchers, leading to her membership in the International Committee of PME (1986-1990; in 1989-1990 she served as Vice-President of PME) and on editorial boards of major mathematics education journals, Educational Studies in Mathematics (1989-1995) and For the learning of mathematics (2000-2004). Since then, she has been one of the most widely recognized members of the community of research in mathematics education. This, however, was not her only professional membership. An interdisciplinary thinker, who has been investigating children's evolving reading and writing skills in parallel to her work on mathematical thinking, Terezinha has enjoyed a prominent status also among developmental and cultural psychologists. Her insights about numeracy and about literacy constantly informed and enriched each other and combined together into a major advancement in our understanding of human development and learning in general.

Terezinha Nunes began her studies in psychology in her native Brazil and earned her masters and PhD degrees at City University of New York (1975, 1976, respectively). She began her academic career in Brazil at the Federal University of Minas Gerais and the University of Pernambuco. Later, she moved to the United Kingdom, where she taught at the Institute of Education, University of London, Oxford Brookes University and, since 2005, at the University of Oxford. She is now Professor Emerita at the University of Oxford and a Fellow of Harris Manchester College, Oxford. Throughout her career, she has completed tens, if not hundreds of studies, most of which were conducted in Brazil and in the UK. An exceptionally prolific writer, she has authored or co-authored more than a dozen books and almost two hundred journal papers, book chapters and encyclopedia entries in English and Portuguese. An ardent team player and highly appreciated teacher, Terezinha Nunes has been an inspiration to her colleagues and to her many students.

As an outstanding researcher driven by an insatiable passion for knowing, one who has made a paramount contribution to mathematics education and is likely to continue adding substantial insights for years to come, Terezinha Nunes is an eminently deserving recipient of the Hans Freudenthal Award for 2017.


***************

The 2017 Felix Klein Award for life-time achievement in mathematics education research for Deborah Loewenberg Ball

The Felix Klein Award, with which ICMI honors the most meritorious scholars within the mathematics education community, is given in 2017 to Deborah Loewenberg Ball, the William H. Payne Collegiate Professor in Education and an Arthur F. Thurnau Professor in the University of Michigan, Ann Arbor, MI, US. The Felix Klein Award 2017 is awarded to Professor Ball in recognition of her outstanding contributions and her leadership role in deepening our understanding of the complexities of teaching mathematics and in improving the practice of teaching and of teacher education.

These achievements are grounded in Deborah Ball's firm belief that research and practice of teaching are co-constitutive and must always be developed in tandem. Early in her life, Deborah Ball, at that time an exceptionally talented elementary school mathematics teacher, set out to investigate what was involved in the work of teaching children mathematics "for understanding." Her intention was to uncover the work in order to support the learning of teaching practice. Ever since then, her ambition has been to contribute in a substantial way to the project of improving ways in which mathematics teachers support their students' learning. This goal gave rise to two lines of work, both of them combining research with development in the domain of teacher education. The first strand, in which the research element came first, has been generating studies revolving around the question of what mathematical knowledge is required for teaching learners. In the second line of work, related to the practice of education in a more immediate way, the development of innovative teacher preparation programs has been combined with research, through which Deborah Ball has been trying to gain a better grasp of the moment-to-moment dilemmas with which teachers grapple in the classroom.

The first of these pursuits gave rise to the theory of MKT, Mathematical Knowledge for Teaching, the kind of knowledge that requires competence in both everyday and academic mathematical discourses, but is identical to neither. In her multiple studies, Deborah Ball and her colleagues have been able to identify many unique features of MKT, and then to corroborate the conjecture about a correlation between teachers' competence in this special brand of mathematics and the achievements of their students. With the support of a group of mathematicians, the theory has been translated into an instrument for measuring teachers' knowledge of mathematics for teaching. The MKT project proved highly influential, as evidenced by the widespread use of the term MKT and by the great popularity of Deborah Ball's publications on the topic. Her 2008 paper "Content knowledge for teaching: What makes it special?" co-authored with Mark Hoover and Geoffrey Phelps Thames, which appeared in the Journal of Teacher Education, is one example of such a widely read article.

The second, newer strand of Deborah Ball's work is centered in TeachingWorks, a national organization she established at the University of Michigan to help in improving teachers' preparation and to define "a professional threshold for entry to teaching." The mission of the institute is to identify "high-leverage" teaching practices, that is, those recurring elements of teacher's classroom activities that are central to what Deborah Ball terms "the work of teaching." It is also part of the mission to work in partnerships with others to improve the preparation of teachers. To this end, Deborah Ball has been carrying in-depth analyzes of the ways in which mathematics teachers juggle their multiple classroom tasks, such as interpreting the learner's often idiosyncratic ways of thinking, gradually transforming the children's special understandings into more canonical ones, sustaining equitable learning dialogue and taking care of the emotional well-being of the students. This line of Deborah Ball's research, while relatively new, seems to be an attempt to close the circle that opened with the early reflection on her intuitive efforts, as a teacher, to identify and to bridge the gap between her own mathematics and the mathematics of her students. Indeed, this current research project harks back to Deborah Ball's early publications, such as her now classical 1993 article "With an eye on mathematical horizon:  Dilemmas of teaching elementary school mathematics", in which the memorable case of "Sean numbers" helped the author to highlight challenges of classroom teaching.

Deborah Ball has played multiple leadership roles, and not only within community of mathematics education but also within that of education at large, and not only within United States, but internationally. In all these arenas, hers was a systematic effort to build bridges. Her years-long work on bringing together research and practice of mathematics education is just one example of these attempts. Another expresses itself in her striving for a fruitful collaboration between the communities of mathematicians and of mathematics educators. In this later undertaking, she has been acting on her strong belief that certain differences of opinions on mathematics and on teaching that arise occasionally between these two communities, far from being an obstacle, are likely to help in creating a synergetic partnership.

Deborah Ball's achievements as a researcher and a leader have been recognized nationally and internationally. This recognition is signaled, among others, by the unprecedented frequency with which her publications are cited by other authors, by her great popularity as a speaker, by  her multiple roles within ICMI and by her membership of numerous policy-making or advisory committees, such as the National Science Board, appointed by President Barack Obama. Whereas her work is firmly grounded in mathematics education, the recognition of its outcomes goes well beyond the community of mathematics education. This is evidenced by Deborah Ball's prestigious membership in the National Academy of Education and by her current roles as the President of the American Educational Research Association and as a member of the American Academy of Arts and Sciences.

Deborah Ball has been an elementary classroom teacher before and during her studies at Michigan State University, which she completed in 1988 with a PhD in mathematics education. Upon graduation, she joined Michigan State University, and in 1996 she was recruited to the University of Michigan to develop the mathematics education group. She has been teaching at the University of Michigan ever since then and also spent over a decade serving as Dean of the School of Education there.

With more than thirty years of outstanding achievements in mathematics education research and development, Deborah Ball is a most distinguished member of mathematics education community and a highly deserving recipient of 2017 Felix Klein Award.

***************************************************
--   
Jerry P. Becker
Department of Curriculum & Instruction
College of Education and Human Services
Southern Illinois University Carbondale
625 Wham Drive  /  MC 4610
Carbondale, Illinois  62901

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{ListaRepea} Fwd: 1a chamada para o 4o Congresso Brasileiro de Avaliação de Impacto

DIVULGANDO ... Este importante evento para área de gestão ambiental.

Dr. Antonio Vitor Rosa - educador
Laboratório Interdisciplinar de Formação do Educador - LAIFE
Dpto. de Educação, Informação e Comunicação - DEDIC
Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto - FFCLRP
Universidade de São Paulo - USP

---------- Mensagem encaminhada ----------
De: Marcelo Pereira de Souza
Assunto: Fwd: 1a chamada para o 4o Congresso Brasileiro de Avaliação de Impacto



Prezados,
Repasso email recebido a respeito do evento da ABAI 2018.
Abs.
Marcelo
Marcelo Pereira de Souza



Prezado(a) participante do 3o CBAI (Ribeirão Preto/2016)

A Associação Brasileira de Avaliação de Impacto (ABAI) irá realizar o 4o. Congresso Brasileiro de Avaliação de Impacto (CBAI), em Fortaleza/CE, no período de 22 a 26 de outubro de 2018.

Com o tema "Ética na Avaliação de Impacto", o Congresso pretende congregar profissionais de meio ambiente, consultores, representantes de órgãos ambientais, acadêmicos e sociedade civil na promoção do debate e da reflexão acerca dos desafios éticos na prática da Avaliação de Impacto no Brasil, com vistas à promoção de valores ambientais e sociais na formulação de planos e projetos de desenvolvimento.

A primeira chamada de trabalhos já está disponível na página do evento (http://avaliacaodeimpacto.org.br/portfolio/cbai18/). O período de envio de resumos será de 01 a 31/03/2018.

Espero que possamos nos encontrar em Fortaleza, participando do maior evento do País nessa temática!

Um abraço,


Marcelo Montaño - vice-Presidente Administrativo

Associação Brasileira de Avaliação de Impacto




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Re: CALENDARIO 2018

Obrigada

Livre de vírus. www.avast.com.

Em 20 de dezembro de 2017 19:49, Moniza Magaldi <moniza.moniza.magaldi@gmail.com> escreveu:

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CALENDARIO 2018


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{ListaRepea} Lançamento da biografia da Moema Viezzer

Conheçam a história da grande educadora ambiental Moema Viezzer, escrita por Tereza Moreira. 

Hoje 19/12 ocorre a tarde de autógrafos do livro - Vocação de Semente: a história de uma facilitadora de inteligência coletiva. 

Local: sede da Brasil Sustentável Editora, rua Major Sertório, 200 loja 102 - Vila Buarque - São Paulo SP.



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{ListaRepea} .... 2018 ..

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