cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19985511.v1
title: Advanced Mathematical Thinking Processes Evidenced in Resolutions of Questions of ENADE

description: This article presents some results of a research aimed to describe and discuss clues/characteristics of the Advanced Mathematical Thinking processes evidenced in the written production of Mathematics students to solve discursive questions of the ENADE test. We analyzed the written records of two issues that have been applied in a class of fourth year of mathematics courses in a university north of Paraná. We conclude, on the theory of Dreyfus (2002), that: six students mobilized the process of symbolic representation, four students mobilized the process of switching representations and translating, two students mobilized the process of modeling, four students mobilized the synthesis process and no student mobilized the process of generalization. However, we infer that no student mobilized all the processes of the Advanced Mathematical Thinking in its resolutions.
DOI: 10.6084/m9.figshare.19985512
title: Enhancement of Fellows of Self-Regulated Learning of PIBID/UFPel's Degree in Mathematics through Pedagogical Workshops

description: We conducted a qualitative case study type, trying to analyze whether the workshops developed in the Institutional Scholarship Project Initiation to Teaching/PIBID, the degree course in Mathematics of Federal University of Pelotas/UFPel, promoted self-regulated learning of fellows mathematics, describing their processes of learning and teaching. The collected data were derived from a document analysis performed from the project and the report of workshops developed mathematics and also conducted semi-structured interviews with three fellows who worked on math workshops. The data were subjected to content analysis and it emerged the following categories: a) planning b) execution c) evaluation of math workshops conducted in a collaborative action. Analyzing the data, we inferred that the scholars developed actions that revealed the ability to organize, plan, and schedule tasks to be performed within the given deadline.
DOI: 10.6084/m9.figshare.19985512.v1
title: Enhancement of Fellows of Self-Regulated Learning of PIBID/UFPel's Degree in Mathematics through Pedagogical Workshops

description: We conducted a qualitative case study type, trying to analyze whether the workshops developed in the Institutional Scholarship Project Initiation to Teaching/PIBID, the degree course in Mathematics of Federal University of Pelotas/UFPel, promoted self-regulated learning of fellows mathematics, describing their processes of learning and teaching. The collected data were derived from a document analysis performed from the project and the report of workshops developed mathematics and also conducted semi-structured interviews with three fellows who worked on math workshops. The data were subjected to content analysis and it emerged the following categories: a) planning b) execution c) evaluation of math workshops conducted in a collaborative action. Analyzing the data, we inferred that the scholars developed actions that revealed the ability to organize, plan, and schedule tasks to be performed within the given deadline.
DOI: 10.6084/m9.figshare.19985535
title: Cognitive Competence and Problem-Solving Involving 1st Degree Algebraic Equations

description: This investigation explored the relationship between cognitive competence and performance in solving problems with 1st degree algebraic equations. Thirty-eight students, aged 12 to 15, attending the 8th year of primary education in a public school in Porto Alegre, were divided into two groups, according to high or low cognitive competence level, using WASI - Whimbey Analytical Skills Inventory. These students accomplished the Problem Solving 1st Degree Algebraic Equations Task (PSAET) sothe authors could inquire about the existence of connection between cognitive competence and problem solving, as well as to check differences in group performances. The results obtained were: significant correlation (p&lt;0,001) between WASI and PSAET and significant difference (p&lt;0,001) between two groups in reference to the performance in PSAET. Such results confirm previous findings, emphasizing the relationship between cognitive competence and performance in 1st degree algebraic equations problem solving. School education implications are discussed.
DOI: 10.6084/m9.figshare.19985535.v1
title: Cognitive Competence and Problem-Solving Involving 1st Degree Algebraic Equations

description: This investigation explored the relationship between cognitive competence and performance in solving problems with 1st degree algebraic equations. Thirty-eight students, aged 12 to 15, attending the 8th year of primary education in a public school in Porto Alegre, were divided into two groups, according to high or low cognitive competence level, using WASI - Whimbey Analytical Skills Inventory. These students accomplished the Problem Solving 1st Degree Algebraic Equations Task (PSAET) sothe authors could inquire about the existence of connection between cognitive competence and problem solving, as well as to check differences in group performances. The results obtained were: significant correlation (p&lt;0,001) between WASI and PSAET and significant difference (p&lt;0,001) between two groups in reference to the performance in PSAET. Such results confirm previous findings, emphasizing the relationship between cognitive competence and performance in 1st degree algebraic equations problem solving. School education implications are discussed.
DOI: 10.6084/m9.figshare.19985538
title: Appropriation as a Collective Production into Activity and Internalization as a Result of this Activity: an Example of Elementary Algebra in the Classroom

description: This article aims to discuss a possible distinction between the term appropriation and internalization. The first term is based on the contributions of Bakhtin and the second on Vigotski's contributions. The first term is advocated as the process in which knowledge is produced from a dialogical perspective; the second is defended as the result of problematization of the current discourse. To this end, we used an argumentative model of predominantly analytical nature. The target content of the speech consisted of a fragment on elementary algebra in the classroom. The results showed that this distinction is relevant and can find an echo in the work of two authors.
DOI: 10.6084/m9.figshare.19985538.v1
title: Appropriation as a Collective Production into Activity and Internalization as a Result of this Activity: an Example of Elementary Algebra in the Classroom

description: This article aims to discuss a possible distinction between the term appropriation and internalization. The first term is based on the contributions of Bakhtin and the second on Vigotski's contributions. The first term is advocated as the process in which knowledge is produced from a dialogical perspective; the second is defended as the result of problematization of the current discourse. To this end, we used an argumentative model of predominantly analytical nature. The target content of the speech consisted of a fragment on elementary algebra in the classroom. The results showed that this distinction is relevant and can find an echo in the work of two authors.
DOI: 10.48706/gavv-bs41
title: Strothmann Family Archive: An Inventory

description: The Strothmann Family Archive was discovered in 2011 by Gaby Strothmann in the attic of Inselstraße 29, Hamburg, where Rudolf and Marga Strothmann had lived since 1927. The material was kept in boxes, and a first chronological arrangement was made by Gaby Strothmann. In 2021 Sabine Schmidtke rearranged the material, and the present inventory reflects this most recent arrangement.
DOI: 10.6084/m9.figshare.17209100
title: Data for Holocene loess-paleosols in Arid central Asia

description: Data for Holocene loess-paleosols at various sites in Arid central Asia, along the Tianshan Mountains
DOI: 10.6084/m9.figshare.17209100.v4
title: Data for Holocene loess-paleosols in Arid central Asia

description: Data for Holocene loess-paleosols at various sites in Arid central Asia, along the Tianshan Mountains
DOI: 10.6084/m9.figshare.17209100.v3
title: Data for Holocene loess-paleosols in Arid central Asia

description: Data for Holocene loess-paleosols at various sites in Arid central Asia, along the Tianshan Mountains
DOI: 10.6084/m9.figshare.19520140.v2
title: Data for Holocene loess at Sanmenxia

description: Data for Sanmenxia Holocene loess<br>
DOI: 10.6084/m9.figshare.19985577.v1
title: Teaching and Learning Mathematics Through Problem Solving As Sociointeractionist Practice

description: Abstract This article presents a truly practical experience and the approach of Teaching and Learning Mathematics through Problem Solving, as a sociointeractionist practice, from its theoretical and philosophical constitutions to their educational practice in a course of the Programa Nacional de Acesso ao Ensino Técnico e ao Emprego headed by Instituto Federal de São Paulo – Campus Sertaozinho. We present a field of social, historic, and cultural studies as proposed by Problem Solving, not only as a teaching-learning methodology but rather as a field of study that keeps alive the move action /reflection/ action and through concepts and problems in Vygotsky's work. Lay hold of the self-regulatory and metacognition elements by thinking-out-loud in the construction of knowledge and creation of learning and some consequences of this practice in schools.
DOI: 10.6084/m9.figshare.19985577
title: Teaching and Learning Mathematics Through Problem Solving As Sociointeractionist Practice

description: Abstract This article presents a truly practical experience and the approach of Teaching and Learning Mathematics through Problem Solving, as a sociointeractionist practice, from its theoretical and philosophical constitutions to their educational practice in a course of the Programa Nacional de Acesso ao Ensino Técnico e ao Emprego headed by Instituto Federal de São Paulo – Campus Sertaozinho. We present a field of social, historic, and cultural studies as proposed by Problem Solving, not only as a teaching-learning methodology but rather as a field of study that keeps alive the move action /reflection/ action and through concepts and problems in Vygotsky's work. Lay hold of the self-regulatory and metacognition elements by thinking-out-loud in the construction of knowledge and creation of learning and some consequences of this practice in schools.
DOI: 10.48706/xsdd-cq10
title: The Published Correspondences of Ignaz Goldziher

description: When Ignaz Goldziher passed away on November 13, 1921, he left behind a corpus of scientific correspondence of over 13,000 letters from about 1,650 persons, in ten languages. His Nachlass, including the letters as well as his hand-written notes and works, was bequeathed to the Hungarian Academy of Sciences. The corpus, which is freely accessible in its entirety in digital form \footnote{konyvtar.mta.hu and amirmideast.blogspot.com} constitutes the single most important source informing about the history of Arabic, Jewish, and Islamic studies and cognate fields during Goldziher‘s time. Selected portions of the Goldziher correspondence are available in critical editions, while other portions have been consulted for studies on the history of the field, but the bulk of the material has as yet remained untapped. This inventory aims to provide an overview of those parts of the correspondence which are available in publication, as well as of studies based on the correspondence.
DOI: 10.7916/d8-r3ey-4x75
title:  GRID3 Botswana Settlement Extents Version 01, Alpha

description: NOTE: This initial version of the Botswana settlement extents has been superseded by the final version, "GRID3 Botswana Settlement Extents, Version 01", now available here: https://doi.org/10.7916/d8-3zb0-ys10 The database constitutes a comprehensive set of settlement polygons nationwide. It is in geodatabase format and consists of three feature classes for built up areas (BUA), small settlement areas (SSA), and hamlets (hamlets). This work has been undertaken as part of the Geo-referenced Infrastructure and Demographic Data for Development (GRID3) initiative in Botswana. GRID3 works with countries to generate, validate and use geospatial data on population, settlements, infrastructure, and subnational boundaries. For more information, see https://grid3.org/ Keywords: built up areas, BUA, small settlement areas, SSA, hamlets, settlement aggregation, settlement extent, CIESIN, GRID3, Novel-T
DOI: 10.6084/m9.figshare.19985747
title: Onto-Semiotic Approach to Mathematics Teacher's Knowledge and Competences

description: Abstract Several theoretical frameworks propose different systems of mathematical knowledge for teaching that help describe teaching practices and develop plans for teacher training. This article describes one of these systems, which includes both knowledge and the competencies of a mathematics teacher, and it is based on the onto-semiotic approach of mathematical knowledge and instruction. The notions of this practices' system, onto-semiotic configuration, didactical configuration, normative dimension, and didactical suitability, are introduced in this theoretical system as analytical tools of mathematical and didactical practices. These tools are used as a basis to define five sub-competencies within the mathematics' teacher general competence of didactic analysis and intervention. Investigations are being carried out with this theoretical framework that articulates knowledge and competencies, and support the relevance and possibility that the teacher knows, understands and is able to apply the tools of analysis. Finally, it also includes a concise description on training actions for developing the didactical-mathematical knowledge, and the competence of analysis and didactical intervention for mathematics teachers.
DOI: 10.6084/m9.figshare.19985747.v1
title: Onto-Semiotic Approach to Mathematics Teacher's Knowledge and Competences

description: Abstract Several theoretical frameworks propose different systems of mathematical knowledge for teaching that help describe teaching practices and develop plans for teacher training. This article describes one of these systems, which includes both knowledge and the competencies of a mathematics teacher, and it is based on the onto-semiotic approach of mathematical knowledge and instruction. The notions of this practices' system, onto-semiotic configuration, didactical configuration, normative dimension, and didactical suitability, are introduced in this theoretical system as analytical tools of mathematical and didactical practices. These tools are used as a basis to define five sub-competencies within the mathematics' teacher general competence of didactic analysis and intervention. Investigations are being carried out with this theoretical framework that articulates knowledge and competencies, and support the relevance and possibility that the teacher knows, understands and is able to apply the tools of analysis. Finally, it also includes a concise description on training actions for developing the didactical-mathematical knowledge, and the competence of analysis and didactical intervention for mathematics teachers.
DOI: 10.5281/zenodo.6611784
title: Primolius maracana decontaminated gx

description: .
DOI: 10.5281/zenodo.6611783
title: Primolius maracana decontaminated gx

description: .
DOI: 10.6084/m9.figshare.19520140
title: Data for Holocene loess at Sanmenxia

description: Data for Sanmenxia Holocene loess<br>
DOI: 10.6084/m9.figshare.19520140.v4
title: Data for Holocene loess at Sanmenxia

description: Data for Sanmenxia Holocene loess<br>
DOI: 10.6084/m9.figshare.19520140.v3
title: Data for Holocene loess at Sanmenxia

description: Data for Sanmenxia Holocene loess<br>
DOI: 10.5281/zenodo.6611709
title: Scorpion demonstration 25-06-2022 ::: Datasets

description: Datasets recorded during the Scorpion demonstration (25-06-2022).
DOI: 10.7916/d8-h47k-8637
title:  GRID3 Burkina Faso Settlement Extents Version 01, Alpha

description: NOTE: This initial version of the Burkina Faso settlement extents has been superseded by the final version, "GRID3 Burkina Faso Settlement Extents, Version 01", now available here: https://doi.org/10.7916/d8-19gx-rx22 The database constitutes a comprehensive set of settlement polygons nationwide. It is in geodatabase format and consists of three feature classes for built up areas (BUA), small settlement areas (SSA), and hamlets (hamlets). This work has been undertaken as part of the Geo-referenced Infrastructure and Demographic Data for Development (GRID3) initiative in Burkina Faso. GRID3 works with countries to generate, validate and use geospatial data on population, settlements, infrastructure, and subnational boundaries. For more information, see https://grid3.org/ Keywords: built up areas, BUA, small settlement areas, SSA, hamlets, settlement aggregation, settlement extent, CIESIN, GRID3, Novel-T
DOI: 10.6084/m9.figshare.19985981.v1
title: Gender and Mathematics: discursive chains and difference production on academic articles published in Brazil between 2009 and 2019

description: Abstract The bibliographic study that supports this paper mapped Education articles on the relations between gender and Mathematics, published in Brazilian academic journals between 2009 and 2019.The analyzed corpus was made up of 25 papers and their analysis sought to show potentials and weaknesses, questions and commitments, ruptures and entanglements that involve two different analytical gender approaches identified in the texts. We distinguished them in two groups: 1. those who use gender as a variable to analyze different aspects that permeate educational processes in relation to mathematics; 2. those who use gender as an analytical category to understand gender and Mathematics relations at school and in other social spaces. The results suggest a growing concern about gender relations in Mathematics Education studies, but they also warn about the risk of such studies being inserted in a citational chain that reiterates principles that presuppose and produce the difference between men and women, boys and girls, concerning mathematical practices. However, they announce possibilities of cracks in this discursive chain, which can lead to more detailed questions and investigations about how the process of difference production takes place on mathematics and gender, and subsidize the reflection on what is taken as a mathematical parameter in these practices. They also point out the need to activate other categories (such as race, ethnicity, sexuality, generation, territory) in their intersection with gender and mathematics, to expand understanding and strengthen the confrontation of inequalities.
DOI: 10.6084/m9.figshare.19985981
title: Gender and Mathematics: discursive chains and difference production on academic articles published in Brazil between 2009 and 2019

description: Abstract The bibliographic study that supports this paper mapped Education articles on the relations between gender and Mathematics, published in Brazilian academic journals between 2009 and 2019.The analyzed corpus was made up of 25 papers and their analysis sought to show potentials and weaknesses, questions and commitments, ruptures and entanglements that involve two different analytical gender approaches identified in the texts. We distinguished them in two groups: 1. those who use gender as a variable to analyze different aspects that permeate educational processes in relation to mathematics; 2. those who use gender as an analytical category to understand gender and Mathematics relations at school and in other social spaces. The results suggest a growing concern about gender relations in Mathematics Education studies, but they also warn about the risk of such studies being inserted in a citational chain that reiterates principles that presuppose and produce the difference between men and women, boys and girls, concerning mathematical practices. However, they announce possibilities of cracks in this discursive chain, which can lead to more detailed questions and investigations about how the process of difference production takes place on mathematics and gender, and subsidize the reflection on what is taken as a mathematical parameter in these practices. They also point out the need to activate other categories (such as race, ethnicity, sexuality, generation, territory) in their intersection with gender and mathematics, to expand understanding and strengthen the confrontation of inequalities.
DOI: 10.6084/m9.figshare.19985983
title: Experiences, Perceptions, and Conceptions of Students with Visual Impairment in Mathematics Classes: the challenges underlying the process of school inclusion

description: Abstract This paper presents the experiences, perceptions, and conceptions of three High School students with Visual Impairment (VI), from three different units of the same public-school system. With the referential support of the ideas that defend the institutionalization and the consolidation of inclusion processes through the development of inclusion policies, cultures, and practices, we carried out semi-structured interviews, in search of a holistic scene on the issues involving availability and use (or not) of didactic resources and Assistive Technology, the strategies and methodologies followed in Mathematics teaching, and the issues that pervade Special Education Support Service (SESS). As a result, advances are noticed in terms of access to schools and the availability of materials and resources suitable for the schooling of students with VI, although these are not used in regular classes. In addition, the teachers’ unpreparedness and the lack of professionals trained in Special Education in the researched schools lead students to play the role of listeners in classroom. We also noted assessments with a lower level than those proposed to other students, in addition to a substitute role by SESS, thus resuming the integration model, theoretically already surpassed in Brazilian education. By giving a voice to the students, we hope that the reports of their experiences can contribute to deepen the debates and reflections on the inclusion process and, above all, promote equity in Math classes for students with VI.
DOI: 10.6084/m9.figshare.19985983.v1
title: Experiences, Perceptions, and Conceptions of Students with Visual Impairment in Mathematics Classes: the challenges underlying the process of school inclusion

description: Abstract This paper presents the experiences, perceptions, and conceptions of three High School students with Visual Impairment (VI), from three different units of the same public-school system. With the referential support of the ideas that defend the institutionalization and the consolidation of inclusion processes through the development of inclusion policies, cultures, and practices, we carried out semi-structured interviews, in search of a holistic scene on the issues involving availability and use (or not) of didactic resources and Assistive Technology, the strategies and methodologies followed in Mathematics teaching, and the issues that pervade Special Education Support Service (SESS). As a result, advances are noticed in terms of access to schools and the availability of materials and resources suitable for the schooling of students with VI, although these are not used in regular classes. In addition, the teachers’ unpreparedness and the lack of professionals trained in Special Education in the researched schools lead students to play the role of listeners in classroom. We also noted assessments with a lower level than those proposed to other students, in addition to a substitute role by SESS, thus resuming the integration model, theoretically already surpassed in Brazilian education. By giving a voice to the students, we hope that the reports of their experiences can contribute to deepen the debates and reflections on the inclusion process and, above all, promote equity in Math classes for students with VI.