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This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of TDS - action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula. [ABSTRACT FROM AUTHOR]

Simulation of granular particles is an important tool in many fields. However, simulation of particles of complex shapes remains largely out of reach even in two-dimension. One of the major hurdles is the difficulty in representing particles in an efficient, flexible, and accurate manner. By representing particles as convex polyhedrons which are themselves the intersection of a set of half spaces, we develop a method that allows one to efficiently carry out key operations, including particle–particle and particle–container wall overlapping detection, precise identification of the overlapping region, particle shifting, particle rotation, and others. The simulation of packing 1,000 particles into a container takes only a few minutes with this approach. We further demonstrate the potential of this approach with a simulation that re-generates the “Brazil nut” phenomenon by mixing and shaking particles of two different sizes. [ABSTRACT FROM AUTHOR]