Novo Edubuntu 11.04 agora com Pencil, Geogebra, Calibre, LibreCAD, Freemind e Stellarium.

 Extraída do site edubuntu.org

Uma versão educacional do Ubuntu amplamente utilizada é a Edubuntu. Trata-se de uma versão específica para propósitos educacionais. A nova versão 11.04 possui o Geogebra pré-instalado (e outros softwares para as áreas de física). Versão altamente recomendada para professores de todas as áreas e estudantes de todos os níveis.

Mais informações e download: http://edubuntu.org/

Dia Estadual da Matemática - Estado de São Paulo

Foi publicada a lei que institui o Dia Estadual da Matemática que ocorrerá em 26 de março de cada ano.

LEI Nº 14.401, DE 12 DE ABRIL DE 2011


DOE-SP de 13/04/2011 (nº 69, Seção I, pág. 1)


Institui o "Dia Estadual da Matemática".


(Projeto de Lei nº 263/10, do Deputado Bruno Covas - PSDB)


O GOVERNADOR DO ESTADO DE SÃO PAULO:

Faço saber que a Assembleia Legislativa decreta e eu promulgo a seguinte Lei:

Art. 1º - Fica instituído o "Dia Estadual da Matemática", a ser comemorado, anualmente, em 26 de março.

Art. 2º - Esta Lei entra em vigor na data de sua publicação.


Palácio dos Bandeirantes, 12 de abril de 2011


GERALDO ALCKMIN

HERMAN JACOBUS CORNELIS VOORWALD - Secretário da Educação

SIDNEY ESTANISLAU BERALDO - Secretário-Chefe da Casa Civil


Publicada na Assessoria Técnico-Legislativa, aos 12 de abril de 2011.


Fonte: DOE-SP

International Approaches to Professional Development for Mathematics Teachers (Education)

Trata-se de um livro escrito por pesquisadores de todo o mundo, contribuindo com abordagens inovadoras para o desenvolvimento profissional dos professores de matemática em diferentes países. 

Onde pode ser encontrado?


http://www.presses.uottawa.ca/book/international-approaches-to-professional-development-for-mathematics-teachers

http://www.amazon.co.uk/International-Approaches-Professional-Development-Mathematics/dp/0776607472

Schools everywhere are being confronted with evolving learning and teaching paradigms that call into question a number of traditional math teaching techniques. These changes demand serious reflection on how to support frontline educators in developing their teaching skills.
Alternative approaches to professional development have been established worldwide that support teacher education and contribute to professional development that is informed by practice, created for practice and refined in practice. This volume provides a rich portrait of these emergent strategies in the professional development of math teachers, bridging the divide between theory and practice.

Written by researchers around the world, the contributions examine innovative approaches to the professional development of math teachers in different countries. Many of these approaches take into account the practitioner’s point of view and are fundamentally rooted in the context of the classroom.

Nota

Nadine Bednarz is professor emerita at Université du Québec à Montréal.
Dario Fiorentini is professor of the Faculty of Education at the State University of Campinas, in São Paulo, Brazil.
Rongjin Huang is a mathematics educator at the University of Colorado Denver.

Conteúdo do livro

INTRODUCTION
Experiences Developed in Different Countries to support the Professional Development of Teachers for, in, and from Practice: Introduction to the Purpose of the Book
-- Nadine Bednarz (Université du Québec à Montréal, Canada), Dario Fiorentini, (UNICAMP, Brazil), Rongjin Huang, (University of Colorado Denver, USA)

PART 1: EDUCATION OF PRACTICING TEACHERS IN MATHEMATICS - INTERNATIONAL HISTORICAL DEVELOPMENT AND ISSUES
Situating Mathematics Teacher Education in a Global Context
-- Barbara Jaworski (Loughborough University, UK)

PART 2: PROFESSIONAL LIFE OF MATHEMATICS TEACHERS AS PART OF THEIR PROFESSIONAL DEVELOPMENT-IN-PRACTICE
Professional Development of a Mathematics Teacher in the Role of a Subject Leader
-- Claudia Canha Nunes (University of Lisbon, Portugal)
Mentoring as Professional Development: A Case from Secondary Level Mathematics
-- Ginger Rhodes (University of North Carolina Wilmington, USA), Patricia S. Wilson (University of Georgia, USA)
Facilitating Mathematics Teachers’ Professional Development through Ranking and Promotion Practices in the Chinese Mainland
-- Yeping Li (Texas A&M University, USA), Rongjin Huang (University of Colorado Denver, USA), Jiansheng Bao (Suzhou University, China), Yadong Fan (Suzhou Secondary School, China)

PART 3: CONSTRUCTION OF PROFESSIONAL MATHEMATICAL KNOWLEDGE BY TEACHERS
Secondary Teachers’ Professional Development through the Exploration of School Mathematics
-- Jérôme Proulx (Université du Québec à Montréal, Canada)
Dialogue among In-service Teachers in an Internet-based Mathematics Education Program
-- Mario Sanchez (Roskilde University, Denmark)
In-service Professional Development for Teachers of Pre-University Mathematics
-- Bernard Murphy (Mathematics in Education and Industry, UK)

PART 4: DIFFERENT EXPERIENCES SUPPORTING PROFESSIONAL DEVELOPMENT IN MATHEMATICAL TEACHING
In-service Teacher Education: A Collaborative Experience with Non-Specialist Teachers who Teach Mathematics.
-- Nielce Meneguelo da Costa (Bandeirante University of Sao Paulo, Brazil)
Formative Processes: Sharing Learning Experiences in Geometry
-- Adair Mendes Nacarato and Regina Celia Grando (Sao Francisco University, Brazil)
Collaborative Work and Professional Development of Mathematics Teachers: Analysis of a Brazilian Experience.
-- Ana Cristina Ferreira (UFOP, Brazil), Maria Angela Miorim (UNICAMP, Brazil)
Assessing a Research/Professional Development Model in Patterns and Algebra.
-- Ruth Beatty (University of Toronto, Canada), Cathy Bruce (Trent University, Canada)
Professional Development: Moving from Telling to Listening.
-- Christine Suurtamm and Nancy Vézina (University of Ottawa, Canada)
Continuing Professional Education of Mathematics Teachers: Learning through Mathematics Investigation
-- Carmen Lucia Brancaglion Passos and Maiza Lamonato (Universidade Federal de Sao Carlos, Brazil)
The Role of Self-Regulated Learning in Professional Development of Mathematics Elementary Teachers
-- Bracha Kramarski and Tali Revach (Bar-Ilan University, Israel)
Investigating and Writing in the Professional Development of Mathematics Teachers
-- Maria Teresa Menezes Freitas (UFU, Brazil), Dario Fiorentini (UNICAMP, Brazil)

PART 5: REFORMS, CURRICULAR CHANGE AND CONTINUOUS PROFESSIONAL DEVELOPMENT
Factors affecting the Implementation of Reforms in Secondary School Mathematics.
-- Naomi Chissick (ORT, Israel)
Interrelations between Teacher Development and Curricular Change: A Research Program
-- Dario Fiorentini (UNICAMP, Brazil), Rosana G. S. Miskulin (University Estadual Paulista, Brazil), Regina C. Grando and Adair M. Nacarato (University of Sao Francisco, Brazil), Carmen L.B. Passos (University of Sao Carlos, Brazil), Dione L. Carvalho (UNICAMP, Brazil)
Researching Effective Continuing Professional Development in Mathematics Education.
-- Els de Geest (University of Oxford, UK),Marie Joubert, Rosamund Sutherland (University of Bristol, UK), Jenni Back (Kings College London, UK), Christine Hirst (Birmingham University, UK)

CONCLUSION
-- Nadine Bednarz (Université du Québec à Montréal, Canada), Dario Fiorentini (UNICAMP, Brazil), Rongjin Huang (University of Colorado Denver, USA)