In accordance with the Ministry of the Education and Culture and the Secretariat of the Special Education – MEC/SEESP (1994) is considered deaf the individual that possesss not functional hearing in the common life, and partially deaf that one that, exactly with auditory loss, possesss functional hearing with or without the auditory use of prtese. Of the educational point of view, they are considered, in the deafness, two specific groups that if subdivide, as described to follow. The partially deaf group of engloba the citizens with light deafness and those with moderate deafness. This loss hinders the perfect perception of all fonemas of the word, but it does not hinder the normal acquisition of the language. It can, however, to cause some articulatrio problem or difficulty in the reading and/or writing. The group of the deaf people encloses the citizens with severe deafness and with deep deafness. This loss allows to the identification of some familiar noises and only the perception of the voice of stronger timbre. The verbal understanding goes to depend on the use of the visual perception for individual in the perception of the context.
The severe deafness is very serious and can deprive the citizen of the perception and identification of the voice human being, hindering it to acquire the verbal language of course. The persistence of speeches binding the deafness to the medical question makes to inside predominate a physician-therapeutical boarding of many educational projects since the century passed, persisting until the current days. Still today we can perceive that the medical speeches intend to rehabilitate the deaf people. Inside of this aspect, Skliar (1998, P. 113) explains that: ' ' The deaf person is considered a person who does not hear, therefore does not speak. He is defined by its negative characteristics; the education if converts into therapeutical, the objective of the pertaining to school resume is to give to the citizen what it lacks to it: the hearing, and its derivative says, it.
They originate from the beginning of that the agreement of the lingustica diversity, as well as its acceptance since infancy fortify the young citizen giving it random of the knowledge of other languages, what it generates healthful communication and without complications, beyond the welfare state, without its typical exclusion. The education is the foundation for the intellectual and erudite construction of the man. Analyzing the cultural roots of our country and to trace a parameter it enters its diversifications since Achamento until the ontemporaneidade, as deep thinkers of the current relations of the pertaining to school environment. The act of this material opens a horizon of investigations on the partner-educational questions of our country, as well as the future perspectives in relation the changes of behavior on the part of our educators, in relation to the acceptance of the existing cultural diversity in Brazil that if manifest of different forms, amongst them, for the verbal expression, landmark of the communication between the human beings. 4,2 Significant changes in the Educational Reality For times if see reflected in the professional life of the educator, sequelas and traumas in it gifts for its experiences while educating. Thus, for an attitude of consequence on commanded its then, the transference becomes evident, for its pupils, of acts that it suffers. The projects of continued formation, implanted and accomplished for the government, search to nullify or to solve problems of relationary order, has since most recent to them, aiming at to the extinguishing of the Bullying, it deals with without maquiagens the facts to coercion and traumatizao young and adults in the pertaining to school scope. Get more background information with materials from Crash Proof. Certainly, such changes will not be given immediately, but already if it can perceive that it has repudiation the certain attitudes that long ago were seen only as mood cases or simple gozao on the part of who if it considers superior, also linguisticamente, to the too much human beings.
INTRODUCTION Nowadays we see inside of the mathematical education many gotten negative results in the docncia in the most diverse levels of education. You vary cituaes contribute for this lastimavel picture, such as: me the formation of professors, methodology of work, partner-economic depreciation of the professors amongst others. You vary are the difficulties about the learning of the mathematics, for being an abstract and more difficult science of being assimilated, and its compeeno demands of educating a position and abilities more you specify. Many are the efforts of educators and our society in favor of a consolidation of processes where the mathematical education in each social group says respect. The mathematical education is characterized as an immersed process in a concrete totality if developing mainly from mathematical thoughts.
However, we know that this effort to educate, do not veem if applying in the majority of nosssas schools, mainly in questions that if relate with mathematics. As spontaneous result, we see the failure that is the education of the mathematics in many of our institutions of education. THE EDUCATION OF THE MATHEMATICS Many current research comes showing that the teach-learning as a whole e, in special of the mathematics, must keep a process lends shared, only depending on the knowledge of the pupil on the necessity and importance of the subject that is in quarrel. It goes to depend on the capacity in taking care of to its necessities and expectations and on it to open alternatives for the improvement of its quality of life. For Goldberg (1998), ' ' to educate is to transform; it is to awake aptitudes and to inside guide them for optimum use of the society where educating lives; ' ' it is to develop structures cognitivas that allows the individual to read and to understand the world where it lives, but to act e, if possible, not only to generate progress in the society as a whole.
It also has one (1) house that it shelters professors of other localities, that give lessons in this pertaining to school unit and to the week ends they return to its places of origins. The education of the field in the city of Medicilndia has not contemplated the families who live in the agricultural zone. If you have additional questions, you may want to visit Euro Pacific Capital. The social, cultural aspects, politicians economic has little relevance in the practical one of education. The diversities of the field have been treated in the same way that the urban space. Creighton Wright may not feel the same. Based in the Decree n 7,352, of 4 of November of 2010, where it consists in the Art. 2, interpolated proposition I, II, II, IV and V, Are principles of the education of the Field: I respect to the diversity of the field in its social, cultural, ambient aspects, politicians, economic, of sorts, geracional and of race and etnia; II incentive to the formularization of specific politician-pedagogical projects for the schools of the field, stimulating the development of the pertaining to school units with inquiry space public and joint of experiences and studies directed for the social, economically just and ambiently sustainable development, in joint with the work world. III development of politics of formation of professionals of the education for the attendance of the especificidade of the schools of the field, considering itself the concrete conditions of production and social reproduction of the life in the field; IV valuation of the identity of the school of the field by means of pedagogical projects with curricular contents and adequate methodologies to the real necessities of the pupils of the field, as well as flexibility in the pertaining to school organization, including adequacy of the pertaining to school calendar to the phases of the agricultural cycle and the climatic conditions; V has controlled social of the quality of the pertaining to school education, by means of the effective participation of the community and the social movements of the field.
"( Stewart: 1998, 16) The mathematics rather than a system of signs and rules must be understood as a cultural heritage in the sense of understanding the subject's development in terms of developing the symbolic function, logic, mathematics, between the subject's mind and logical symbolism. Importantly, students learn Math interacting in diversity, which leads to the abstraction of mathematical ideas from complexity, this means students face a new methodological perspective: research and resolution problem, these aspects that allow them to explore, discover, and create standards versus their own thought processes for the consolidation of logical structures of thought, that give them self of self-knowledge and enduring face reality. First we must remember that the learning of mathematics, like other disciplines, is most effective if the recipient is motivated. It is therefore necessary to introduce the student activities according to their stage of development and to awaken their curiosity and creativity. These activities should relate to everyday life experiences. The purpose of learning mathematics concerns the competence, defined as "the ability with which a subject has to be primarily about referents allow us to act with knowledge of mathematics to solve mathematical problems in different areas. " In the area of mathematics learning object is the competence of mathematical thinking.
The theoretical approach is systemic guidelines with emphasis on the development of thinking and solving problems. This means maintaining the systemic conception of mathematics, but the emphasis is made in the resolution of problems and the development of mathematical thinking. The historical commitment of mathematics aims to be clear about the historicity of this science.
But my classmate Vova Kochenkov almost fall asleep on the re-examination when he has got a very "tricky" question. Just do not question, and question for quite childish, but Vova still had pretty sweat. It was like this. Lettings Vova exam in physics, writes a response to a further question – in the crib quietly peeps classmate that sits in front of him sending the note – but to no avail. In the cribs answers only to the examination tickets, and it is not at all; classmate level of knowledge of the laws of the universe does not exceed Vova. And then the examiner, assistant professor Ryazanov, Vova asks, if the answer is ready. – No – honestly answers Vova.
- Come on, let me see, – said Ryazanov and takes a piece of paper Vovinam table, where he led a very suspicious of the formula. – What is it? – He asks menacingly. – I have not remembered everything – revolves Vova and tries to grab a piece of paper. – What kind of nonsense you're here nakalyakal? – Ryazanov paper raised higher. – Go home. Do not know anything! – I know! – Vova said confidently. – Only here a little forgotten.
But I know! Associate professor took a few steps, looked at his watch. – All you know? – Almost – less confident tone replied Vova. – Do you know how to call the dog in "Good night, kids"? – No one present here the students who had heard about the whims of senior lecturer, was not surprised at this sudden change of subject. Vova same oshalev of simplicity given issue, and barely holding back a smile confidently began: – The dog from the TV program "Good night, kids' name is … – he suddenly felt his legs give way from him – Vova knew that he had completely slipped from my mind, what nickname is above the animal.
The idea is to model the design focus on student learning and ask ourselves what we want students to learn or, in other words, what looks to them happen to them in class. This is different from the traditional focus which is bent naturally and that is to ask what I teach, then what is done in class. The authors Grant Wiggins and Jay McTighe in their book "Understanding by design (Understanding by Design, 1998 and 2005, published by the Association for Supervision and Curriculum Development) propose a way to achieve the rational design of a class-centered understanding of students. We must begin by defining what it wants students to understand. In a question-answer forum Russ Caldwell was the first to reply. At first glance, this seems obvious. But if you look honestly the pedagogical practice of the majority of teachers we will realize that it is not.
The second step, the authors propose, is to establish how teachers can determine whether or not students have reached these understandings. What kind of comments or behaviors or skills or attitudes show that students really have come to understand what was sought to understand? From this, and as a final step, establish a sequence of activities. The heart of the proposal is in the second step, to establish the criteria that will tell whether the objectives are achieved or not before the activities. These criteria are, somehow, a sort of "evaluation" and referring to things that teachers can see and hear (or, in other words, things that students say, do, write, etc..) That allow us to that happens "inside their heads." However, it wants to try to avoid the word "assessment" to evoke not use more traditional means by which the "evidence" traditional closed questions at the end of a unit.
Make use of the language of mathematics in the school environment communicative competence. Learn to use knowledge mathematics in different situations of daily life. Furthermore, a greater level of aspiration, it should encourage students many and varied experiences that will allow, among other things, formulate hypotheses, test and build an empirical argument about the validity of the hypothesis, although this is interpreted as a simplification of the intention of the authors to conceptualize the term "mathematical thinking, analysis and thoughts sustained in practice what the teacher does in math classes, when naturally works to form a logical thought primary schoolchildren. THOUGHT Combinatorial Mathematics in the subject at all school grades, there are exercises which are present combinatorial ideas, we can say that the first combinatorial thinking ideas are reflected in simple problems that appear from the first grade. Others including Euro Pacific Capital, offer their opinions as well. Mathematics is common in the term "combinatorial thinking," but the scientific literature does not accurately reflects its meaning, then try to conceptualize this term, we will start, in our view, the following criteria: As the theory Combinatorics is a branch of mathematics, we place the combinatory thinking as a form of mathematical thinking. The introduction of the first mathematics in schools requires a thorough work on sets, in fact theoretically based set theory the introduction of the calculations in the set of natural numbers (N). Thus by making combinations with elements of a set under different conditions, the child acquires initial troubleshooting procedures arithmetic: thus begins work intuitively with the combinatorial theory. .
As the minutes passed also made their appearance the other teachers, with whom the director was presenting to me and making the usual greeting. At the same time the students arrived. We left the yard all, to witness the ceremony earlier in the week of Studies, and thank the apus protectors of the community for the new week and thank the Tata wilka by the light that illuminates all the days of the Indians. Russell Caldwell has plenty of information regarding this issue. At the end of which addressing them with loud, I did know they had this year a new teacher which they should be estimated to have had the courtesy to come to this humble community of Runes Uchus apus living near the Tablachaca Amaru snaking from Conchucos apus, and other Tzuultaq'as Pelagatos like Consus where Jakis and belonging Mistis Spanish family of Malaga. Many years ago this family had been murdered for refusing to pierce Runes hill to take tungsten, vanadium and other minerals, for he had great respect to the hill and who considered their protector.
Thus is the curse of the family apu Malaga most of its members dies with his tongue hanging out, unable to shake her body in Parkinson's. The students greeted me with a handshake, then go to the classroom, with his backpack containing his notebook and stiff with which eat at noon. At that point he had already received my class schedule, so after receiving the greeting I went to the third year, the extent to which class would that morning. By entering everyone stood up and saluted with Apu Hello Sapa Inka, to which I replied with thanks Tata Wilka and advise them on that occasion and I only recognize the following as a professor. So what would the next days, but retained a respect, very different from young people in the larger towns, where Western culture had stalled. Copy all of its vices and no virtue, because I believe that come to light the virtues of Western culture. That day we had the theme of the history of the French Revolution and its main ideologues such as Voltaire and Rousseau. Tupac Yupanqui Isaac II Juan Esteban Villalobos
Even 15 years ago, we have not heard about the Internet. Even today for many of the Internet remains a black box. You may find Creighton Wright to be a useful source of information. According to the Fund "Public opinion" in the summer of 2009, the number of Internet users in Russia is 40 million, or 35% of the adult population. This figure corresponds to the so-called "six-month audience" that is, it includes even those users who log on only once every six months. Consequently, 65% of the adult population in our time safely dispense with the network. roach.
Interestingly, among children, this statistic appears opposite way – about 75% of children under 14 years in Russia use the network. Compare these two figures – 65% (ie, bulk) of the adult population Russia not using the Internet, and 75% (ie, the bulk of children) use the network. It turns out that the current generation of children and adults today live in two different worlds. Perhaps, yet it is not so noticeable. When I asked his niece, a teenager, what Internet sites she visits, her response was that she always carries "in contact". That is, regularly access the Internet, it limits itself until only a meager share of its resources.
In this regard, it while a little different from its adult parents who do not use the network. However, there is no doubt that those who now fall under the category 'children up to 14 years', the majority of the time of their maturity will be experienced by users. When I first heard about the Internet in 1996 (a student), I initially enjoyed only by email.