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Copyright of Anuario do Instituto de Geociencias is the property of Universidade Federal do Rio de Janeiro, Instituto de Geociencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents part of the results of a master's research on elaboration of tactile symbols for indoor map made with 3D printer from the rapid prototyping method. The study area confers to the ground floor of the Glauber Rocha Classroom Hall of the Federal University of Bahia located in the city of Salvador-Brazil. From the method "Think Aloud" the tactile map was evaluate with the participation of eight blind people, it was verified that the map was efficient to communicate spatial information of the study area and that the tactile cartography can evaluate in the development of symbols in maps to aid in indoor mobility, that is, in the choice of routes for movement within the buildings. [ABSTRACT FROM AUTHOR]

Māori mathematical practices were excluded from schooling in Aotearoa/New Zealand for over 150 years as a result of explicit policies precluding the use of the Indigenous language and culture. As a consequence of the range of assimilationist policies, by the 1970s, the Māori language was considered endangered. In response to the perilous state of the language, Māori communities set up their own schools, initially outside of the state system, to support the revitalisation of the language and culture. However, the reintroduction of the cultural knowledge in areas such as mathematics has not matched language revitalisation efforts. Many original ethnomathematical practices are no longer in general use in the Indigenous community and the practices valued by the European majority remain the norm in the state-mandated school curricula. Spatial orientation is an example of the mathematics curricula content that is based on Western mathematical perspectives. To provide a Māori perspective, this paper draws on interviews with elders and historical data to examine Māori spatial orientation terms and the spatial frames of references that they are derived from. Students in a Māori-medium school were tested on their understanding of this traditional knowledge. As a consequence, a series of learning activities based on Māori spatial orientation concepts were developed and trialled. The outcomes of these learning activities showed some increased understandings about Māori spatial orientation concepts.

Copyright of Apunts: Educació Física i Esports is the property of Institut Nacional d'Educacio Fisica de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper approaches the two main problems of the virtual flight, spatial orientation and cognitive overload, and proposes strategies to assist in its navigation. To illustrate the research, examples are used to dealing landscapes of the Brazilian territory, as Foz do Iguaçu - PR, Rio de Janeiro - RJ, Pantanal - MS, Salvador - BA, Belém - PA, Manaus - AM and São Paulo - SP