The official Brazilian documents emphasize that the main purpose of Basic Education is the integral formation of the student, with emphasis on: full development of the person, preparation for the exercise of citizenship and qualification for work. In this dissertation, we discuss the meaning of the Integral Formation of the student from the point of view of the existing literature and of the official normative documents on Brazilian Basic Education. We seek to understand and identify how mathematical teaching methodologies may contribute to the education of the student. We understand that critical sense, as a thinking modality, should be developed in school to contribute to the accomplishment of those aims. We argue that activities with arguments need to be worked out in the Mathematics classroom. Not only those that validate purely mathematical results but also the ones that, using mathematical tools, validate statements extrinsic to this science. Critical thinking manifests through them. To favorize development of this kind of thinking in scholars of 6th and 7th grade, we applied didactic experiments involving arguments in and with Mathematics, based on contributions of Nicolas Balacheff and Ole Skovsmose. With respect to the first author, mainly on proof processes and validation situations and to the second, on his Critical Mathematical Education, specially about the importance of landscapes of investigations.
The monitoring of variables and diagnosis of sensor fault in nuclear power plants or processes industries is very important because an early diagnosis allows the correction of the fault and, like this, do not cause the production interruption, improving operator's security and it's not provoking economics losses. The objective of this work is, in the whole of all variables monitor of a nuclear power plant, to build a set, not necessary minimum, which will be the set of input variables of an artificial neural network and, like way, to monitor the biggest number of variables. This methodology was applied to the IEA-R1 Research Reactor at IPEN. For this, the variables Power, Rate of flow of primary circuit, Rod of control/security and Difference in pressure in the core of the reactor (∆ P) was grouped, because, for hypothesis, almost whole of monitoring variables have relation with the variables early described or its effect can be result of the interaction of two or more. The Power is related to the increasing and decreasing of temperatures as well as the amount radiation due fission of the uranium; the Rods are controls of power and influence in the amount of radiation and increasing and decreasing of temperatures and the Rate of flow of primary circuit has function of the transport of energy by removing of heat of the nucleus Like this, labeling B= {Power, Rate of flow of Primary Circuit, Rod of Control/Security and ∆ P} was computed the correlation between B and all another variables monitoring (coefficient of multiple correlation), that is, by the computer of the multiple correlation, that is tool of Theory of Canonical Correlations, was possible to computer how much the set B can predict each variable. Due the impossibility of a satisfactory approximation by B in the prediction of some variables, it was included one or more variables that have high correlation with this variable to improve the quality of prediction. In this work an artificial neural network was trained and the results were satisfactory since the IEA-R1 Data Acquisition System reactor monitors 64 variables and, with a set of 9 input variables resulting from the correlation analysis, it was possible to monitor 51 variables using neural networks. vii
Resumo Este artigo discute formas de contribuição para o aprimoramento do senso crítico dos educandos em sala de aula de Matemática. Especificamente, para fins de promoção dessa modalidade de pensamento chamada senso crítico, expusemos um grupo de alunos de 6º ano a um ambiente de argumentações e refutações, aplicando uma sequência de atividades didáticas que os conduzissem a demonstrar o seguinte resultado da Geometria Plana: “a soma dos ângulos internos de qualquer triângulo é 180°”. Assim, a seguir, usando este resultado, determinassem o valor da soma dos ângulos internos de um polígono qualquer por um processo de inferência lógica. Em relação às tarefas, que envolveram a explicitação de validações, os estudantes foram incentivados a fazer manipulações, produzir questionamentos e levantar hipóteses, visando construir conhecimentos e relações necessárias, tornando, dessa forma, os aprendizados significativos. Para fundamentar nossos trabalhos, apoiamo-nos na teoria do desenvolvimento do pensamento geométrico proposta por Van Hiele, bem como em Balacheff e nos seus trabalhos sobre argumentações e refutações para a construção de validações matemáticas. Para a análise dos resultados, embasamo-nos em Carraher e seus critérios para caracterizar um indivíduo como pensador crítico. Mostramos, assim, que o desenvolvimento do senso crítico pode ser favorecido por meio de um trabalho pedagógico que envolva os alunos na construção de validações geométricas.
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