cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14304781.v1
title: In Vitro Antimicrobial Effect of Cetylpyridinium Chloride on Complex Multispecies Subgingival Biofilm

description: Abstract Periodontopathogenic subgingival biofilm is the main etiological agent of periodontitis. Thus, a search for antimicrobials as adjuvant for periodontal treatment in the literature is intense. Cetylpyridinium chloride (CPC) is a well-known antimicrobial agent commonly used in mouthrinses. However, CPC effects on a complex biofilm model were not found over the literature. Therefore, the aim of this manuscript is to evaluate 0.075% CPC antimicrobial properties in a multispecies subgingival biofilm model in vitro. The subgingival biofilm composed by 31 species related to periodontitis was formed for 7 days, using the calgary device. The treatments with CPC and chlorhexidine (CHX) 0.12% (as positive control) were performed 2x/day, for 1 min, from day 3 until the end of experimental period, totaling 8 treatments. After 7 days of biofilm formation, biofilm metabolic activity was evaluated by a colorimetric reaction and biofilms microbial composition by DNA-DNA hybridization. Statistical analysis was performed using ANOVA with data transformed via BOX-COX followed by Dunnett post-hoc. Both CPC and CHX reduced biofilm metabolic activity in 60% and presented antimicrobial activity against 13 different species. Specifically, only CHX reduced levels of F.n. vicentii and P. gingivalis while only CPC reduced A. odontolyticus and A. israelli. CPC was as effective as CHX as antimicrobial through in vitro complex multispecies subgingival biofilm. However, future studies using in vivo models of experimental periodontal disease should be performed to prove such effect.
DOI: 10.6084/m9.figshare.14304779.v1
title: DC-STAMP and TACE Levels are Higher in Patients with Periodontitis

description: Abstract Although periodontitis is one of the commonest infectious inflammatory diseases in humans, the mechanisms involved with its immunopathology remain ill understood. Numerous molecules may induce inflammation and lead to bone resorption, secondary to activation of monocytes into osteoclasts. TACE (TNF-α converting enzyme) and DC-STAMP (dendritic cell-specific transmembrane protein) appear to play a role on bone resorption since TACE induces the release of sRANKL (soluble receptor activator of nuclear factor kappa-β ligand) whereas DC-STAMP is a key factor in osteoclast induction. The present study evaluated the levels of TACE and DC-STAMP in patients with and without periodontitis. Twenty individuals were selected: 10 periodontally healthy participants undergoing gingivectomy for esthetic reasons and 10 diagnosed with periodontitis. Protein levels of such molecules in gingival tissue were established using Western blotting. Protein levels of both TACE and DC-STAMP were higher in the periodontitis group than in the control group (p&lt;0.05; Student t-test). In conclusion, TACE and DC-STAMP protein levels are elevated in patients with periodontitis, favoring progression of bone resorption.
DOI: 10.6084/m9.figshare.14304776.v1
title: Beliefs and anxiety towards mathematics: a comparative study between teachers of Colombia and Spain

description: Abstract Comparative studies are an interesting way to find similarities or differences between different educational contexts. In Latin America, there are some studies about the attitudes of math teachers, but they are not very abundant. This work is intended to contribute to this body of studies by comparing two contexts inserted in the educational systems of Spain and Colombia. The objective is to analyze the set of beliefs and attitudes towards Mathematics, that teachers of basic education report, with special interest on anxiety. It is based on the validation and contextualization of the questionnaire on beliefs and attitudes towards mathematics. The methodology of the Classical Test Theory was followed. A pilot test was applied to calibrate the instrument; It was then administered to a sample of 232 teachers in both countries. With the data obtained, a comparative analysis was carried out to identify similarities and differences between the groups. The results show epistemological similarities regarding the items related to Euclideanism. However, in terms of quasi-empiricism and constructivism, there are marked differences by country. In relation to anxiety, teachers’ responses differ depending on the geographical context. It highlights the higher level of anxiety of Spanish teachers compared to Colombians. It was proved that factors such as the educational level and recruitment type determine your anxiety level and your belief system. In the future, it would be useful to verify whether anxiety levels also affect teaching practice during the teaching of mathematics.
DOI: 10.6084/m9.figshare.14304773.v1
title: The Interface between Art and Mathematics: looking for critical and creative curriculum perspectives

description: Abstract In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: in regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective.
DOI: 10.6084/m9.figshare.14304770.v1
title: “The sides of a polygon do not intersect” … Delving into the voice of the students

description: Abstract We characterized both discursive expressions of three sixth grade students on the phrase intersect each other and the effect they have on the construction of collective and shared meanings of intersection. Recording data, extracting information without losing the context where the interaction is framed, and selecting expressions to analyze were all done by using a classroom-based qualitative strategy. The analysis, following techniques typical of ethnomethodology, was done in terms of: (i) intelligibility and authenticity, (ii) features of the discourse proposed by Sfard and (iii) our conceptualization of collective voice and shared voice. We found a geometry classroom in which student voices are collectively constructed and generate shared meaning about intersection, which is reflected in a punctual discursive transition. The contribution of this paper resides in the use of the discursive features regarded in the analysis to focus the gaze to the discourse on mathematical content.
DOI: 10.6084/m9.figshare.14304769.v1
title: Teaching modes in mathematical instructional videos: balance between specific effectiveness and educational utility

description: Abstract We present a proposal for the analysis of Internet video tutorials based on the Holistic-analytical and Verbal-imaginative cognitive styles. We will distinguish between aspects of teaching modes: Specific effectiveness (solving a problem here and now) and a Educational utility (solving a problem now and for related problems). From those aspects, we suggest the idea of the balance degree between them, that is, to solve a problem now, but with general and longer-term support. The characterization of video tutorials in different teaching modes could help the teachers’ choice of videos, according to their needs, decisions should be different. Besides we must not only consider the teachers’ view, but the potential increase in active and autonomous participation of students using properly chosen videos. To show the implication of our analysis, we compare the production of videos of well-known Spanish-speaking authors who exert great influence. Through some of this production, we expose the effects of the teaching modes in mathematical education.
DOI: 10.6084/m9.figshare.14304767.v1
title: Dialogue in Mathematics Educations and its Multiple Interpretations

description: Abstract This paper aims to discuss interpretations for the dialogue concept, as a form of interaction between teacher and students. Some of these interpretations emerged from the teaching practice of prospective mathematics teachers and from a supervised teaching practice course on mathematics. The paper is part of a doctoral research on the learning of dialogue by prospective teachers. The theoretical framework is based especially on the dialogue concept proposed by Alrø and Skovsmose in the context of critical mathematical education. The research data are episodes from teaching practices, when the prospective teachers tried to put into action the dialogue with the students, and also from moments of reflection on these practices, which favored to address dialogue learning. This paper argues that it is impossible to exhaust the concept, considering the multiplicity and transience of the dialogue. Participation, discussion, uncertainty, movement, and investigation are the interpretations for dialogue presented in this paper.
DOI: 10.6084/m9.figshare.14304764.v1
title: The Mathematization Process as Object-oriented Actions of a Modelling Activity System

description: Abstract In this paper, we describe and characterize the mathematization process that happened in an open mathematical modelling project, in which all decisions, from the choice of a real-world problem to its solution, were taken collectively by a group of students and researchers. The study was developed according to a qualitative methodological approach. Based on modelling in mathematics education studies and on the Cultural-Historical Activity Theory (CHAT), we could interpret the mathematization process as a set of actions oriented to the activity system object, and the modelling project objective as the activity object itself. We concluded that the mathematization process, permeated by tensions, took place concurrently with the delimitation of the modelling project objective, which caused a series of advances and setbacks in the subjects' actions.
DOI: 10.6084/m9.figshare.14304762.v1
title: Formation of mathematical concepts by the intellectually disabled by means of soroban

description: Abstract The aim is to assess contribution provided by soroban – or Japanese abacus – not only for the students’ learning of number and operations content, but also in the development of their higher psychological functions. As an applied nature, it was developed under a pedagogical intervention for data collection and analysis. The eight participants were adult students, aged 19 to 47 years old, who attended a special education school in a city in the countryside of the state of Paraná - Brazil. The data was analyzed through assessment of the conversation. The students with intellectual disabilities participating in the study had limited knowledge regarding the use of numbers and operations in school situations and in different contexts of everyday life, so these concepts were taught to them. After the pedagogical intervention, they showed advances in this knowledge, appropriating both the concept of numbers and the use of soroban as a tool for performing mathematical calculations. As it is a human right to appropriate the knowledge produced historically and culturally by mankind, which in turn leads to development, teaching the use of soroban to students with intellectual disabilities promoted the learning of mathematical concepts, developing superior skills such as thought, defending the thesis proposed by this study that cognitive limitations of the intellectually disabled are not barriers to learning of an array of educational concepts.
DOI: 10.6084/m9.figshare.14304761.v1
title: Slope Conceptualizations in Mathematics Textbooks

description: Abstract This paper reports the results of an investigation whose objective is to find which slope conceptualizations have a presence in high school mathematics textbooks and which are the predominant ones. For this, we used the Content Analysis method, where the objects of analysis are found in content exposition, worked examples, and in the exercises or problems proposed in the textbooks. As a reference framework we used the eleven slope conceptualizations identified by Stump (1999) and Moore-Russo, Conner and Rugg (2011). Our findings indicate the presence of most of the conceptualizations identified in the previous research, however, there is a notable predominance of those that emerge from the analytical definition of slope, such as the parametric coefficient, algebraic ratio, and trigonometric conception and its internal application in determination of parallelism or perpendicularity between lines as is the determining property. These conceptualizations, on the one hand, induce to formation of the idea that slope makes sense only in intra-mathematical context, and on the other hand, they favor the development of procedural knowledge on detriment of conceptual knowledge. Understanding the slope requires the creation of internal networks as a product of connections between conceptualizations intra and extra mathematical plane, in addition to the harmonious development of conceptual and procedural knowledge. Achieving the understanding of the concepts is essential for Mathematics Education, however, our results indicate that the texts used by teachers can hardly contribute to this achievement.
DOI: 10.6084/m9.figshare.14304760.v1
title: Meaning of derivative in the book tasks of 1st of “Bachillerato”

description: Abstract Due to the importance of textbooks within the processes of teaching and learning in Mathematics, this article focuses on the tasks proposed in five textbooks of 1st of Bachillerato for this topic. The goal is to identify meanings of derivative in the textbooks through the proposed tasks. It is a quantitative research in which, by means of a cluster analysis, the tasks were grouped according to similarity. The results show that the books emphasize three meanings of the derivative: one procedural-algebraic, one algorithmic, and finally another conceptual-geometric meaning, all of them dominated by the symbolic representation system and that exclusively show a mathematical context.
DOI: 10.6084/m9.figshare.14304758.v1
title: Teachers' Considerations on the Irrationality Proof of 2

description: Abstract In this article, we offer considerations of a group reflection on the analysis of the errors committed in an activity proposed to teachers who are enrolled in a professional master's degree in mathematics. The discussion is related to a mathematical content that is taught in the basic school and to the manifestation of the subjects regarding their responses to a certain activity. In this research, of a qualitative character, the instruments of data collection were the subjects' textual production, the observations made by the authors and annotated in a field diary, as well as an online questionnaire. As theoretical contribution,we made use of methodologies that emerge from the Error Analysis theory, aiming to classify the errors committed for further discussion and reflection in the group. The results indicate that the participants perceived as relevant the carried-out reflection, because they expressed the recognition that it is fundamental for the teacher to take into account the students' mistakes in their classroom activities. The fragility of the argumentation in mathematics among these teachers was verified as well, and this reinforces the need for these professionals to embrace in-service teachers' education.
DOI: 10.6084/m9.figshare.14304755.v1
title: This is how I do it! Proportionality and Invention in a Mathematics Class

description: Abstract This article presents itself as a writing essay in a mathematics classroom by means of fabulations. The fabulations and questions that take shape here were produced in a doctoral research. A fabulation as a way of writing that provokes thought and learning as an affirmation of life. The notion of fable, treated in this text, is thought together with Deleuze and constitutes a movement of problematization and resistance in Mathematics education. A displacement in the playback mode of a model that arises as a path that leads to the correct result and adequate thought, brings the invention of a way of operating that troubles a thought and breaks a way already regulated. Faced with this, a problematization aligned with this fiction-curriculum-school-history-classroom-of-mathematics: at the service of what kind of life is knowledge placed?
DOI: 10.6084/m9.figshare.14304752.v1
title: Hallway conversations: a narrative research on pedagogical coordination and continued training of teachers who teach mathematics in the early years

description: Abstract This paper presents the dissertation entitled Hallway conversations: pedagogical coordination, narratives, experiences, continuous formation in service in the context of the mathematics of the initial years of the elementary school a narrative research that aimed at investigating how the pedagogical coordinators, when revisiting their action through the narratives, report their dealings with the challenges present in their role as teacher/educators and how they carry out this continuing education focused on Mathematics taught by the teachers in the Early Years of Elementary School; and discussing the continuing education focused on the Mathematics, as well as the curriculum explained by the narratives of the pedagogical coordinators' tasks for the Early Years of Elementary School.It explores the language and subversion of academic writing norms, combining form and content to produce meaning.Some passages are written in chronicles. The considerations metaphorically express the synthesis of the challenges of pedagogical coordination and discuss education through the experience/sense pair, as suggested by Jorge Larrosa, the theoretical reference of this work. The methodology consists of going from conversations, from the coordinators' narratives, to a thought-oriented conversation, through research on other contexts of coordination, expressed here in footnotes. And then, making a resignified return for the pedagogical and curricular experiences, through the chronicles. It is concluded that it is necessary to think about training each and every person to use mathematical knowledge. This requires boldness and utopia, it requires the coordinator to avoid traps, subversion, and creativity, in order to escape the technical curriculum in favor of human dignity.
DOI: 10.6084/m9.figshare.14304751.v1
title: The Purposes of Evaluation in Mathematics Fairs

description: Abstract The Mathematics Fairs Movement is a space that encourages, disseminates, and socializes classroom experiences, research and mathematical activities developed mainly in Basic Education. Santa Catarina has already had 35 editions of the fair and, recently, has been standing out on the national scene. In this Movement, the evaluation process has always been controversial due to the indication result of the works and the qualitative description made by the evaluators. Thus, this article sought to understand the meanings that emerge from the evaluation records of the works exhibited at the Fair, based on the evaluation purposes defended in the Movement. It is a qualitative and interpretative research, which investigation process took place through documentary study. The data are made up of the assessment forms that are part of the final report of two Regional Mathematics Fairs held in 2017. Thus, 225 assessment sheets from 71 works were analyzed, through the procedures of the Textual Discursive Analysis (ATD). From the analysis, four categories emerged describing the meanings of the evaluation: evaluation as a means to validate/verify, to measure, to disqualify, and to suggest/propose. It was identified that the evaluations focus on the purposes of examining and rating and that the propositional considerations, characteristic of a formative evaluation, are causally related to the evaluator's conception. We conclude, therefore, that it is necessary to constantly invest in the training of guiding teachers and evaluators who participate in the Movement.
DOI: 10.6084/m9.figshare.14304750.v1
title: Project-Based Learning in Math Teaching: comparative study between teaching methods

description: Abstract New teaching methodologies are being used in the classroom as a way to promote better learning of curricular contents. The social, economic, and technological changes of the contemporary world impose on the educational system the need to develop new models of teaching and learning. The objective of this study was to compare, in two classes of students, the method of expository teaching and project-based learning concomitantly with traditional teaching. We used a experimental design with the teaching method as an independent variable, and as independent variables, the motivation to learn, attitudes towards mathematics, and school performance. The results found were: in motivation to learn and attitudes in relation to mathematics no significant differences between the teaching methods were found. Regarding school performance, one of the classes that used project-based learning had a better performance than the one which used the method of expository teaching. The results indicate that project-based learning is a feasible teaching method in basic education with results slightly higher than the traditional teaching method.
DOI: 10.6084/m9.figshare.14304748.v1
title: Didactical paradoxes observed in the management of Euclid's theorems

description: Abstract Geometry teaching and learning processes have allowed us to pose several problems that have been intensively studied by the Mathematics Education research community in recent decades, focusing on aspects such as software use, student knowledge, mathematical complexity, teacher knowledge etc. However, today, there is still interest in understanding the difficulties associated with the teachers' practices, in particular, regarding the management of the classes they carry out, since this directly impacts geometry learning by the students. In this sense, we present a study that consists on the observation of the management of two teachers who have faced the teaching of Euclid's Theorems in their second-year courses in Middle Education in Chile. To this end, direct observation of the classes was carried out and both teachers were subsequently interviewed. For the analysis of pedagogical management, we used Guy Brousseau's Theory of Didactical Situations (TSD), specifically focusing on the notions of didactical contract, didactical milieu, and the processes of devolution and institutionalization. The methodology used in the study is qualitative, descriptive, and interpretive, where extracts of episodes from a class are retrieved. The analysis reveals numerous didactical paradoxes that do not favor the learning of the students in relation to the foreseen objectives, nor to the mathematical objects treated in class. Among the paradoxes, phenomena such as the topaze and resonance effects are observed, detected in the teacher-student interaction. The need to analyze in depth the professional practices of teachers is evident, since this work revealed the rupture between the institutional discourse and the pedagogical management in practice.