Stevens Performance

The upheavals of the mathematics are more common in certain families. Few genetic studies exist on the mathematics, that if concentrate in co-morbidade between upheaval of reading and the mathematics, as well as specific upheaval of the mathematics. In a study with twin, Alarcon, Defnes Lightl Rennington (1997) Apud Jack M Fletcher (2009), had told that 58% of the monozygotic twin (MZ) shared an upheaval of the mathematics, with comparison with 39% of the dizigticos twin. 2.2. Interventions for upheavals of the mathematics Baker, Gersten Lee (2002), Apud Jack M Fletcher (2009), had made a synthesis with scientific base of the effect of interventions to improve the performance in mathematics of children with upheaval of the mathematics, overhead in mathematics or at risk to present mathematical difficulties. The results indicate that different interventions had been associates the improvements in the levels of performance in mathematics. They are: to supply given on the estudantil performance the professors and the students, guardianship for the colleagues, to supply feedback the parents in relation to the estudantil performance, explicit education of concepts and mathematical procedures. According to Stevens and Rosenshine, (1981) Apud Jack M Fletcher (2009), the education differentiated in abilities in mathematics must have the following characteristics: the instruction occurs in groups, is directed by the professor; it has an academic focus, specifically take in account the necessities of each student. Without hesitation Jeffrey Hayzlett explained all about the problem.

Some used basic programs or of development for students with upheavals of learning has many of these characteristics. The Program Connecting Mathematics Conapts (Engelmann, Carnine, Engelmann and Kelly, 1991) Apud Jack M Fletcher (2009), is a program based on analytical a mannering model/that costuma to be used with 12 students in typical age of the initial series of basic education with learning upheavals. It sufficiently contains lessons structuralized involving frequent questions of the professor and answers of the students. One psicopedagogo can help to raise its auto-esteem valuing its activities, discovering which the process of learning through instruments that will help in its agreement.

Mathematics

Curious and excellent researchers in individual activities as in group, the organization of the research projects and in its presentation had revealed in such a way. Thus, we saw that he is possible that the school contributes positively for the formation of more critical, creative and independent citizens, responsible for its conquests, better prepared to participate of the transformations that have occurred in the world of the work. . We understand that the Mathematics must be inserted in the conquests of these pupils, acting of significant form, giving to emphasis to the orality in all the moments and always tied with the social necessities of these citizens. Kuenzer (2007) speaks on necessity of the school, in special the professionalizing one, to adapt it the new requirements of formation of the worker: (…) a new project, where the repetition, the memorization, (…) is substituted by the domain of the communicative abilities, for the logical reasoning, the capacity to discern, to create, to commit themselves, to work with the information, to construct original solutions, and, mainly, to doubt, of not being pleased e, in result, to educate itself continuously. (KUENZER, 2007, P. 66) We perceive then, the necessity to develop for this pupil-worker an environment to stimulate its reasoning and that it favors the understanding of the Mathematics encircles that it. We use during the lessons information found for the pupils in pamphlets of store and supermarkets, periodicals, magazines of weekly circulation, notice of the Internet, accounts of water and light, stub-books and others. We determine a moment of the lesson so that they presented the colleagues what they had brought for lesson, another moment for the elaboration of problems in groups, and later we made the caster of the problems as form to socialize them and to discover other possible forms of resolution. To develop the critical sense, the respect, solidarity and the autoconfiana in its speeches we promote debates using brought up to date texts that said of the reality politics and social and from there we extract situation-problems that would have to be argued in group and to be presented to the too much possible groups solutions to the questions that them were proposals.

Leaf Science

In this direction, if it is considered that the numbers govern the world, can be assumed as consequence that the mathematical argument, that of them if valley, will gain airs of perfection, exactness and certainty. But what the common man concerning the numbers thinks? Perhaps that they originate from the measurement and counting processes, that have a proper structure, a set of laws conduct that them. If on the other hand they are depositaries of great trustworthiness, cause to the times certain discomfort, due to impreciso of the measurement processes. Moreover, one exactly number can be used pra to represent some ideas different. A number is not only expression of amount or measure (for example, the room of number 20 necessarily does not have the fivefold one of the area of the room of number 4).

The number is also (and perhaps originarily) expression of the ordinance. also the indication of an operation, as sequence of iterations. Thus, it will be necessary to learn to conceive the numbers in its some possibilities so that let us not lose in them in unfruitful quarrels as that one, cited for Axe (1993, P. 43), is about a questioning made for a lawyer and answered by a mathematician by means of the section Leaf Science of the periodical the Leaf of So Paulo: ' ' If I have a ribbon of 1000 mm I divide and it in 3 parts, I obtain to join them and to get the original ribbon. However, if I divide 1000 for three, I get 333,333333333333333 joining the three parts, does not result 1000, but 999,999999999999999. If the Mathematics is an accurate science, why it does not obtain to state a division materially possible? ' ' The reply given for the mathematician it was: ' ' The question is interesting, but I find that some terms must be ranks in more necessary way.

Land Ray

Then, they pass to be influenced more for the mutual attractive power (between its substances), coming back if to approach, in an infinite cycle! He is as I describe in the reformularizations that I made of the universal gravitation (Newton): for the repulsion between center-astral antisubstances, the divider of the reformularization is the ray (orbital) raised to the third power! Already the Newtonian formula of the universal gravitation, has as dividing the ray (orbital) raised to the SQUARE! Then, it is enough to use these two formulas, that if arrive at a break-even point (the AVERAGE orbital ray). Already the repulsion between the antimatter center-astral and the magmatic substance encircles that it (well next), is calculated by mine second reformularization, whose divider it is the ray (distance of the antimatter center-astral to the magmatic substance), raised to the fourth power! Therefore we do not feel the influence of the antimatter center-astral in the terrestrial surface: for this reformularization, the antimatter repulsion coming of the interior of the Land, arrives at its practically NULL surface, IN RELATION To the SUBSTANCE! Exists much controversy on the constitution of the center of the Land, but nobody proved until today as such really it is, and as I commented previously, who knows the terrestrial magnetism is caused by the antimatter center-astral? But all we can be wrong! What I present is only one theory, that according to my opinion, he is better in the subject, until the present moment! Let us see: Orbits elipsides if do not support without a direct, gradual repulsion that it is, of astro central and vice versa, that is: this would be impossible for the concepts of the current astrophysics, therefore as the artificial satellites not constantly controlled, such orbital astros would fall or run away from astro central. Because: moons do not fall and nor run away from its planets, as these in relation to its stars, for if attracting until the point of if repelling as magnets of equal polar regions come back one toward the other: its centers are full of antimatter (that, in contrast of the substance, to everything it repels, and with force for having to see with metals heavy (barysphere – NIFE), and repels much more it proper it when misguided (magnets of equal polar regions)), which is located in the center of astro, envolta for an emptiness: the repulsive barrier of the antimatter, that there, under extreme compression and cohesion of the magma around, if it holds as a solid, as they demonstrate the waves of compression detected by the seismographs in activity.