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Copyright of STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation 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.)

The construction of sexual identity is a complex phenomenon that influences the school development and has an important role in the educational and vocational guidance. In this research, we propose to discuss data from a survey carried out in southern Brazil along the Masters Degree in Education, in a context of education characterized either as mixed or unmixed. It is necessary to mention that the groups which were analyzed are socially marked as male or female, even among the mixed ones. Thus, we propose to study the attitudes upon a Mathematics view in different contexts of adult education and its relation with the socio-sexual identity, considering the existence of heritage traits as a result of the transmission process. A questionnaire concerning attitudes towards Mathematics was applied to collect data. Different statistical methods were implemented to develop this study, including the most recent one known as Classification Hiérarchique Implicative e Cohésive - C.H.I.C. [ABSTRACT FROM AUTHOR]

This paper aims to present some data obtained from the graduated students of the Master of Vocational Education in Physics and Mathematics from the Franciscan University on the topic of Information and Communication Technologies (ICT) and the professionalization of teachers of physics. The data collection was done using a questionnaire applied to all graduated students of that course, 2010-2011. The results have showed that the graduated recognize the usefulness of ICT in their teaching activities and have high degree of interest in learning how to use them, but do not feel competent to use them in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica 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.)

The aim of this descriptive, co-relational investigation was to identify the preferred learning styles and their role in quality of performance at secondary, intermediary and university level for language students from six different fields. The association and differences in students' learning styles related to their demographics were also explored. Data analysis showed that the majority of the students from all the fields in sample showed the diverging style and the accommodating style as their most preferred learning styles. The learner's gender and nature of house affected the preference for learning styles. Other variables showed no association with learning styles. The learning styles of language students have no relationship with the grades obtained in their previous exams. This study leads to the fact that it should be replicated on a large sample of language learners and comparison should also be made with their current quality of learning/academic performance. [ABSTRACT FROM AUTHOR]