RESUMEN Se elaboró el software CIRS (Crop Irrigation Requirement and Scheduling) para el cálculo del manejo de riego de algunos cultivos producidos en Guyana. El lenguaje de programación que se utilizó fue Visual Basic dentro de la plataforma Visual Studio. La interfaz fue diseñada para que el usuario interactúe con el software de manera sencilla. El código del programa se basó en el procedimiento clásico de cálculo del manejo del riego, pero utilizando coeficientes únicos de cultivo ajustados a las condiciones agro-meteorológicas de Guyana, y estimando las propiedades físicas del suelo según la textura, mediante un modelo matemático recomendado para usarlo en el país. Como resultado, se obtienen parámetros de manejo de riego con mayor precisión para satisfacer las demandas de agua de los cultivos agrícolas de Guyana.

ABSTRACT The software CIRS (Crop Irrigation Requirement and Scheduling) was developed to calculate the irrigation management of some crops produced in Guyana. The programming language used was Visual Basic within the Visual Studio platform. The interface was designed so that the user interacts with the software in a simple way. The program code was based on the classic irrigation management calculation procedure, but using single crop coefficients adjusted to the agro-meteorological conditions of Guyana, and estimating the physical properties of the soil according to texture, by mean a mathematical model recommended for use in the country. As a result, irrigation management parameters are obtained with greater precision to supply the water requirements of Guyana's agricultural crops.

Resumen La investigación se desarrolló en la carrera agropecuaria de la Universidad Estatal del Sur de Manabí con el fin de determinar que metodología de la didáctica de la matemática utilizar para el logro de un mejor aprendizaje en los estudiantes de primer semestre, por las dificultades que traen de grados anteriores en el razonamiento lógico de problemas y cálculos geométricos. Se aplicó una encuesta con el fin de determinar las dificultades en el desarrollo cognitivo de los estudiantes. El objetivo del trabajo fue determinar la metodología de la enseñanza de la didáctica de la matemática y su incidencia en el desarrollo cognitivo del estudiante, para el logro del aprendizaje. En el proceso de investigación se utilizaron diversos instrumentos de la investigación observacional, tales como la observación presencial de clases, entrevista a profesores de matemática y estudiantes. Además, una prueba de diagnóstico con problemas de matemática que permitió analizar el nivel de incidencia de la didáctica aplicada en el desarrollo del proceso de enseñanza -aprendizaje del estudiante. En los resultados se puede observar que muchos de los estudiantes manejan la matemática de una forma operatoria, es decir, mecánicamente solo se enfocan en realizar las operaciones sin necesidad de interpretarlas. La enseñanza de la matemática conceptual es deficiente en la muestra de estudiantes investigada, debido a que en la prueba de diagnóstico demostraron aplicar solamente las reglas y procedimientos sin comprender qué tipo de procedimiento se aplica bajo las circunstancias del contexto en el que se plantearon los problemas matemáticos resueltos.

Abstract The research was developed in the agricultural career of the State University of the South of Manabí in order to determine what mathematics teaching methodology to use to achieve better learning in first semester students, due to the difficulties they bring previous degrees in logical reasoning of geometric problems and calculations. A survey was applied in order to determine the difficulties in the cognitive development of the students. The objective of the work was to determine the methodology of teaching mathematics didactics and its impact on the cognitive development of the student, for the achievement of learning. In the research process, various observational research instruments were used, such as in-person class observation, interviews with mathematics teachers and students. In addition, a diagnostic test with mathematics problems that allowed us to analyze the level of incidence of applied didactics in the development of the student's teaching-learning process. In the results it can be seen that many of the students handle mathematics in an operational way, that is, mechanically they only focus on performing the operations without needing to interpret them. The teaching of conceptual mathematics is deficient in the sample of students investigated, because in the diagnostic test they demonstrated applying only the rules and procedures without understanding what type of procedure is applied under the circumstances of the context in which the problems were posed solved mathematicians.

ABSTRACT: Mathematics teaching is one of the fundamental pillars of early childhood education. Several studies have highlighted that adequate approach at early levels can positively influence future school performance and other cognitive domains. In Chile, mathematics education is an area of concern due to local evidence and observed gaps following the pandemic. In this context, educators and educational assistance professionals are challenged to provide equal teaching opportunities for all, including preschoolers with Developmental Language Disorder, who usually only receive support in language area. This review aims to update the literature on the math skills of students with Developmental Language Disorder and to establish their possible impact on the mathematics curriculum. The main findings include identifying barriers in counting and arithmetic tasks. Finally, the learning objectives that could require more attention for their approach were recorded, and studies were identified that highlighted the potential of visual and gestural representation as a way to favor the teaching-learning of these children. Thus, the approach to early mathematical skills can contribute to the inclusion and equalization of opportunities for these students.

RESUMEN: La enseñanza de las matemáticas es uno de los ejes fundamentales de la educación parvularia. Diversos estudios han destacado que un abordaje adecuado en niveles tempranos puede influir positivamente en el rendimiento escolar futuro y en otros dominios cognitivos. En Chile, la educación matemática representa un área de preocupación debido a los hallazgos locales y a las brechas observadas después de la pandemia. En este contexto, las educadoras y profesionales asistentes de la educación tienen el desafío de equiparar las oportunidades de enseñanza para todas y todos, incluyendo a los preescolares con Trastorno Específico del Lenguaje, quienes usualmente solo reciben apoyos en el área de lenguaje. Esta revisión tuvo como objetivo actualizar la literatura sobre las habilidades matemáticas de estudiantes con Trastorno Específico del Lenguaje y establecer su posible incidencia en el currículum matemático. Como principales resultados se hallaron obstáculos en tareas de conteo y aritmética. Por último, se registraron los objetivos de aprendizaje que podrían requerir mayor atención para su abordaje y se identificaron estudios que destacaban el potencial de la representación visual y gestual como forma de favorecer la enseñanza-aprendizaje de estos niños. Así, el abordaje de las habilidades matemáticas tempranas puede contribuir a la inclusión y equiparación de oportunidades para estos estudiantes.

Abstract To count mosquito eggs in the field, it is necessary to have experienced operating personnel and, in some cases, expensive laboratory equipment. Furthermore, the possibility of human error in performing manual and visual counts has led to the development of algorithms for automatic counting. Because certain algorithms or interfaces require high mathematical knowledge or computer resources with complex hardware. The present work presents a software (JAVA) at no cost with a friendly interface, accessible to basic computer equipment and without the help of an Internet connection, for the automatic counting of mosquito eggs. The developed software was tested using ovitraps with Aedes aegypti eggs, which were then digitized and analyzed using the Java software called "CERECOVE". The software required approximately five minutes for quantification over a wide range of egg numbers. It was easy to operate, free of charge, and a useful option for this purpose. The values of the comparison of the "very abundant" category between manual counting and the JAVA-CERECOVE program showed statistically significant differences (P=0.01491). This software can represent a powerful tool to increase surveillance of vector-borne diseases and to evaluate the impact of vector programs.

Resumen La contabilización de huevos de mosquitos en campo requiere de tiempo y personal operativo con experiencia, y en algunos casos, la ayuda de costosos equipos de laboratorio. Además, se pueden presentar errores humanos al realizar este tipo de conteos manual y visual, por lo que se han desarrollado algoritmos para el conteo automático. Debido a que algunos algoritmos o interfaces llegan a necesitar de un conocimiento matemático elevado o de recursos informáticos con hardware complejos, el presente trabajo presenta un software (JAVA) sin costo, con interfaz amigable y accesible a equipos de cómputo básicos y sin la ayuda de conexión a internet, para el conteo automático de huevos de mosquitos. El software desarrollado se puso a prueba usando papeletas de ovitrampas con huevos de Aedes aegypti que fueron digitalizadas y analizadas mediante el software JAVA denominado "CERECOVE". El software requirió de aproximadamente cinco minutos para la cuantificación en una amplia gama de números de huevos, siendo un software fácil de operar, gratuito y una opción útil para este propósito. Únicamente los valores de la comparación de la categoría "muy abundante" entre conteo manual y el programa JAVA-CERECOVE presentaron diferencias estadísticamente significativas (P= 0,01491). Este software puede representar una herramienta poderosa para aumentar la vigilancia de enfermedades transmitidas por vectores y evaluar el impacto de los programas de control.

Resumo O objetivo do estudo foi realizar o rastreio educacional de escolares, pertencentes à rede de ensino pública, do 3º ao 5° ano do Ensino Fundamental e traçar o perfil de desempenho do grupo. Participaram deste estudo 200 escolares do 3° ao 5° ano do Ensino Fundamental, de ambos os gêneros, na faixa etária de 8 a 11 anos de idade, distribuídos nos grupos: GI: composto por 63 escolares do 3° ano, GII: composto por 72 escolares do 4° ano, GIII: composto por 65 escolares do 5° ano. Para o rastreio, foi utilizado o Protocolo de Habilidades Cognitivo-Linguísticas – versão coletiva, composto por seis provas que avaliam as habilidades de escrita, processamento visual, processamento auditivo e raciocínio lógico. Os resultados indicam que, de acordo com a análise realizada, houve desempenho estatisticamente significante, com aumento das médias de desempenho por ano escolar, para as variáveis de escrita do alfabeto em sequência, cópia de formas, cálculo matemático, ditado de palavras e pseudopalavras, e repetição de números. O rastreio dos escolares foi realizado e os desempenhos obtidos indicam médias consideráveis crescentes em valores ao ser comparado entre os grupos, mas com diferenças reduzidas entre GII e GIII. Isso sugere a necessidade de condutas de apoio, com o desenvolvimento de propostas interventivas e de monitoramento em âmbito educacional, para potencialização do desempenho desses escolares.

Summary The objective of the study was to carry out educational screening of students, belonging to the public education network, from the 3rd to 5th year of Elementary School and profile the group’s performance. 200 students participated in this study from the 3rd to 5th year of Elementary School, of both genders, aged 8 to 11 years old, participated in this study, distributed in groups: GI: composed of 63 students in the 3rd year, GII: composed of 72 students in the 4th year, GIII: composed of 65 students in the 5th year. The Cognitive-Linguistic Skills Protocol – collective version – was used for tracking, composed of six subtests that assess writing, visual processing, auditory processing and logical reasoning skills. The results indicate that, according to the analysis carried out, there was a statistically significant performance, with an increase in average performance per school year, for the variables writing the alphabet in sequence, copying shapes, mathematical calculation, dictation of words and pseudowords, and repetition of numbers. The screening of schoolchildren was carried out and the performances obtained indicate considerable increasing averages in values when compared between groups, but with reduced differences between GII and GIII. This suggests the need for support behaviors, with the development of intervention and monitoring proposals at school level, to enhance the performance of these students.

Resumen Este artículo explica, a través de la hermenéutica geométrica arquitectónica, los paralelismos existentes entre los conceptos mesoamericanos sobre el hombre y el Universo, y los conceptos griegos sobre el origen del Universo, la naturaleza humana y la estructura de la materia a través del diálogo Timeo, escrito por Platón, y considerado el más influyente en toda la filosofía y ciencia occidentales. En la arquitectura y textos mesoamericanos, en su organicidad de las formas con la cual reflejan la formación del cosmos, el Universo como un todo armonioso y ordenado está concebido en términos geométricos, matemáticos y relaciones numéricas, las cuales podemos comprender a través de la hermenéutica del lenguaje geométrico arquitectónico. El análisis provee un nuevo dato sobre las relaciones entre la arquitectura y la escritura pictográfica como lenguaje universal, representando conceptos abstractos para la comprensión de símbolos y atributos de personajes, naturaleza y objetos simbolizados como un todo en el que signo, sentido y significado son un sistema de comunicación estructurado para expresar o simbolizar en términos matemáticos y relaciones numéricas, la indivisible unidad en la dualidad desde la cual se origina la vida, de forma que el mundo quede ordenado según proporciones armónicas.

Abstract This paper explains through geometric architectonic hermeneutics, the existing parallels between Mesoamerican concepts about man and Universe and Greek conceptions about the origin of the Universe, human nature and the structure of the contents of Timeo dialogue, written by Plato, considered the most influential text in all philosophy and occidental science. In the architecture and Mesoamerican texts, organicity of the forms with which they reflect the formation of the Cosmos, the Universe is conceived as a harmonious whole and ordered in geometric and mathematical terms, and the numerical relations that through the hermeneutics of the architectural geometrical language we can understand. The analysis brings new data on the relationships between architecture and pictographic writing as a universal language that represents abstract concepts for the conception of the attributes and symbols from characters, nature and objects represented as a whole, in which the sign, sense and significant are all a structured communication system, which explains or symbolize in mathematical terms and numerical relations the indivisible unit in the origins of life duality, for in these forms the world is ordered in harmonic proportions.

ABSTRACT Working or operative memory is a type of cognitive function that allows manipulating the information received so that it is stored and lasts in time. The objective was to analyze the working memory in learning through the dimensions "cognitive processes", "emotional reactions", "associated problems", "academic learning" and "strategies". Systematic analysis methodology was used with the use of the PRISMA protocol from 2013 to 2023. Scopus and EBSCOhost were the databases used, where out of 39 articles 18 were selected for the study, with the keyword "Working memory", "Working memory" and "working memory" using "OR", "AND" and "NOT" operators. Considering information in English and Spanish Conclusion: Working memory has a close relationship with attention and creativity. Stress and anxiety, as well as prematurity, dyslexia and neurodevelopmental disorders affect it. Working memory contributes to bilingual learning, second language memory, mathematical calculations and language. Gamification, computer programs, aerobic physical activity and yoga improve its function.

RESUMEN La memoria de trabajo u operativa, es un tipo de función cognitiva que permite manipular la información que es recibida para que sea almacenada y duradera en el tiempo. El objetivo fue analizar la memoria de trabajo en los aprendizajes mediante las dimensiones “procesos cognitivos”, “reacciones emocionales”, “problemas asociados”, “Aprendizaje académico” y “estrategias”. Se utilizó metodología de análisis sistemático con el empleo del protocolo PRISMA del 2013 al 2023. Scopus y EBSCOhost fueron las bases de datos empleadas, donde de 39 artículos 18 fueron seleccionados para el estudio, con la palabra clave “Memoria de trabajo”, “Memoria operativa” y “working memory” mediante operadores “OR”, “AND” y “NOT”. Considerando información en inglés y español Conclusión: La memoria de trabajo u operativa presenta una estrecha relación con la atención y la creatividad. El estrés y ansiedad, así como la prematuridad, dislexia y trastornos del neurodesarrollo la afectan. La memoria de trabajo contribuye al aprendizaje bilingüe, memoria de un segundo idioma, cálculos matemáticos y lenguaje. La gamificación, programas computarizados, actividad física aeróbica y el yoga mejoran su función.

RESUMO A memória de trabalho, ou memória operacional, é um tipo de função cognitiva que permite a manipulação das informações recebidas para que sejam armazenadas e perdurem no tempo. O objetivo foi analisar a memória de trabalho na aprendizagem por meio das dimensões "processos cognitivos", "reações emocionais", "problemas associados", "aprendizagem acadêmica" e "estratégias". Foi utilizada a metodologia de análise sistemática com o uso do protocolo PRISMA de 2013 a 2023. Os bancos de dados utilizados foram o Scopus e o EBSCOhost, onde, de 39 artigos, 18 foram selecionados para o estudo, com a palavra-chave "Working memory", "Working memory" e "working memory" usando os operadores "OR", "AND" e "NOT". Considerando informações em inglês e espanhol Conclusão: A memória de trabalho está intimamente relacionada à atenção e à criatividade. O estresse e a ansiedade, bem como a prematuridade, a dislexia e os distúrbios do neurodesenvolvimento a afetam. A memória de trabalho contribui para o aprendizado bilíngue, a memória de um segundo idioma, os cálculos matemáticos e a linguagem. A gamificação, os programas de computador, a atividade física aeróbica e a ioga melhoram sua função.

Numeracy entails a facility for communicating mathematical knowledge in diverse contexts. Indeed, large scale standardised assessments have demonstrated that numeracy is associated with both mathematics and language proficiency. And yet, while research in mathematics education in schools has demonstrated the utility of taking a discursive view of mathematics, similar developments in higher education studies are scarce. Moreover, as teaching interventions in numeracy may lead to tensions between mathematical and disciplinary knowledge, the prospect of including language proficiency development is challenging. Taking a discursive multimodal view, this study reports on a pilot teaching intervention that introduced explicit language proficiency development into numeracy teaching activities at a prominent South African university. The study found that the participants produced coherent descriptions of statistics when mathematical concepts were related to vocabulary and grammar. These observations suggest that language proficiency development has the potential to realise the goal of teaching mathematical knowledge within disciplinary curricula.

In this conceptual paper, I propose a groundbreaking Multilingual Integrated Pedagogical Model designed to address the intricate challenges of teaching mathematical literacy in South Africa's diverse linguistic context. Drawing from theories of multilingual education, cognitive development, and effective pedagogy, the model emphasises leveraging students' linguistic diversity as a cognitive asset. It outlines a comprehensive approach encompassing curriculum design, dynamic instructional strategies, culturally relevant assessments, and targeted teacher training. By integrating students' native languages and embracing their cultural backgrounds, the model aims to foster deeper engagement, improved comprehension, and enhanced mathematical literacy. Here, I discuss the model's theoretical foundations, development process, and potential benefits, envision its transformative impact on mathematical education in South Africa and offer insights into adaptability for similar multilingual settings globally. Through this innovative model, the aspiration is to bridge the gap between language diversity and effective mathematical communication, ultimately nurturing a generation of empowered learners.

This article arose from the study of apophatic theology also known as the via-negativa. Apophatic theology, by definition, refrains from stating what and who God is instead of focusing on what God is not. It renders religious language as a sign-system inadequate in describing God, his nature, and human numinous experiences. Yet, language is the fundamental modelling system that stimulates our everyday phenomenological, spiritual, and religious developments. This article is demonstrating how the apophatic theological view attempted to solve or investigate the inadequacy of religious language or the lack of God's language. The research drew from contemporary scholarship on Augustine's use of apophatic theology in developing its hypothesis of the importance of music as a transcendental language. Moreover, through music and prayer, language becomes an intermediary beyond the physical to the metaphysical. In this instance, Augustine of Hippo, coming to terms with the inadequacy of religious language, considered music a succinct communicative tool in his theology and divine pedagogy. So, due to the challenges of language, the purpose of this article is using Augustine and his view of music within the Sitz im Leben of his spiritual development to solve a theological problem. In this article, the following will be discussed: (1) Augustine's Confessions as a dialogue where he speaks to God through Scriptures and hymns; (2) Augustine's earlier philosophical theory of music; (3) and Augustine's use of apophatic theology in our spiritual development. The importance of this research will help us understand God's immanence (over his ineffable) through our use and understanding of music as a harmonious language consisting of unchanging mathematical properties. Furthermore, the truthfulness of music as a harmonious language about God's mystery can be better understood. CONTRIBUTION: Through Augustine's apophatic theology, this study contributes to our understanding and revitalisation of spirituality using music as an alternative form of harmonious language of the spirit. Moreover, it considers music a universal language that transcends all senses and other modes of cognitive activities. By establishing a basic principle of what makes us spiritual, we can transform our cognitive abilities and become better spiritual beings. Furthermore, this study examined the harmonic nature of music in the seven liberal arts as a significant mathematical aspect of the cosmos.

BACKGROUND: Our article argues that the role of translingual instruction in mathematics classrooms is under-recognised in South Africa, as policymakers, teacher educators, teachers, learners, and parents assume that mathematics is just about numbers and calculations and not language. This is despite findings on the value of using children's familiar language resources in MacDonald (1991), code-switching for meaning-making in mathematics and science learning by Setati et al. (2002) and Probyn (2015), and the findings by Mbude (2019) on using isiXhosa for boosting mathematical and science skills. OBJECTIVES: The main aim of our article is to examine the role of the Languaging-for-Learning (L4L) project in fostering 'supportive teacher dispositions' to translanguaging and bilingual and multilingual education. We will accomplish this aim through description and analysis of one Grade 8 and Grade 9 mathematics teacher and her learners who participated in the project. METHOD: The study is a qualitative and interpretive linguistic ethnographic case study of a Grade 8 and Grade 9 mathematics teacher. The researchers used ethnographic methods to collect data and primarily draw on data transcribed from one of the video recordings of a lesson, fieldnotes of their classroom observations and still photographs from their classroom visits and L4L workshops. They used discourse analysis to interpret the data. RESULTS: The research findings point to the critical role that fostering supportive teacher dispositions to translanguaging can play in teacher development and in supporting learners' engagement and learning in multilingual mathematics classrooms. CONTRIBUTION: Our contribution to the field has been in demonstrating pluriversality in mathematics classrooms, showing how translanguaging enhances meaning-making and participation and helps to give voice to learners. CONCLUSION: Having multilingual resources, collaboratively building knowledge and resources and team teaching with teachers played a role in supporting the teacher's development in pedagogical translanguaging.

Resumen: El objetivo de este artículo es describir, categorizar y clasificar las representaciones matemáticas en papel del alumnado de 5-6 años y sus explicaciones sobre lo vivido en dos talleres de descomposición del número 7 y, crear una herramienta para interpretar y evaluar las representaciones matemáticas en papel sobre este tema. Los participantes en el estudio fueron un grupo de 24 estudiantes de educación infantil de una escuela en Catalunya. La metodología tiene un enfoque descriptivo-interpretativo. Se analizan las producciones de cada alumno relacionadas con dos talleres y se realizan entrevistas semiestructuradas. El análisis fue realizado en dos fases: identificación de la tipología de producciones y análisis del contenido matemático de las representaciones. Los resultados revelan que los alumnos utilizaron el lenguaje pictográfico, escrito y simbólico en sus representaciones y que estos lenguajes a menudo aparecen combinados. En cuanto al contenido matemático, se diseñó una rúbrica en la que se han establecido seis niveles, atendiendo a una posible trayectoria de aprendizaje de la descomposición del número 7.

Abstract: The aim of this article is to describe, categorize, and classify the mathematical representations on paper of 5-6-year-old students and explanations about their experiences in two workshops on decomposition of the number 7 and to create a tool for interpreting and evaluating representations on paper on this topic. The participants in the study was a group of 24 early childhood education students from a school in Catalonia. The methodology was based on a descriptive-interpretative approach. The written productions of each student obtained from the workshops were analyzed and semi-structured interviews with students are carried out. The analysis were conducted in two phases: identifying the typology of productions and analyzing the mathematical content of the representations. The results reveal that students used pictorial, written, and symbolic language in their representations and that these languages often appear combined. Regarding mathematical content, a rubric was designed with six levels, considering a possible learning trajectory for the decomposition of the number 7.

Abstract This article presents a critical-reflexive analysis of algebraic thinking as presented in the BNCC - Base Nacional Comum Curricular ( National Common Curriculum Base ) text. For this aim, the paper questions the perspective on algebraic thinking that guided the conception of the document. In order to address this inquiry, an interpretative (hermeneutic) reading of the document was conducted, highlighting significant passages for the research objective. A critical reading, grounded in a phenomenological approach, was then performed. The BNCC revealed a technicist emphasis, particularly focusing on the need for solving practical problems at the expense of what is mentioned and expressible through mathematical concepts. The study uncovered that in the analyzed text, algebraic thinking, although not explicitly defined, is often associated with the ideas of algorithms and computational thinking. Based on this study, the text provides examples of approaches to algebraic topics that could support meaningful pedagogical practices from multiple perspectives on the objects of study. These approaches could present Mathematics more as a cultural product expressed through a specific language than as an everyday tool.

Resumo Este artigo apresenta uma análise crítico-reflexiva a respeito do pensar algébrico tal como se mostra no texto da BNCC - Base Nacional Comum Curricular . Para tanto, este trabalho indaga a respeito da visão de pensamento algébrico que teria orientado a concepção do documento. Com vistas a dar conta dessa indagação, foi realizada uma leitura interpretativa (hermenêutica) do documento, destacando-se passagens significativas para o objetivo estabelecido na pesquisa, das quais se fez uma leitura crítica orientada pelo viés fenomenológico. Evidenciou-se, na BNCC, uma ênfase tecnicista, com destaque para a necessidade de resolução de problemas práticos em detrimento daquilo que é mencionado e que pode ser expresso pelos conceitos matemáticos. O estudo realizado desvelou que, no texto sob análise, o pensamento algébrico, embora não seja explicitamente conceituado, é frequentemente associado à ideia de algoritmos e de pensamento computacional. Com base nesse estudo, o texto apresenta exemplos de abordagens de tópicos algébricos que poderiam sustentar práticas pedagógicas significativas a partir de múltiplos olhares sobre os objetos de estudo e que poderiam apresentar a Matemática mais como um produto cultural expresso por uma linguagem específica do que como um instrumento do dia a dia.

Abstract This article focuses on the educator's mission, which must be to meet students within the realm of the natural logic of everyday language and guide them toward mathematical logic, the underlying set theory that forms the foundation of 20th-century mathematics. We examine the identity A=A, critiqued Hegelian theory as a fundamental law of thought and adopted in the psychoanalysis field as the gateway into mathematical discourse. We discuss Russell's paradox and its resolution by distinguishing between class and set. Special attention is given to the introduction of the empty set, unordered pairs, and singleton sets in the ZFC set theory. Following Lacanian guidelines, we illustrate how the mathematical discourse on arithmetic is not only subject to the contradiction of self-reference but is also inevitably influenced by the unconscious of the subject attempting to articulate a discourse without subject. In Lacanian theory, this influence is located in the Platonic conception and shows how it is present in the concept of One. We provide an introduction to Intuitionistic Logic, which is more attuned to natural language. We conclude by cautioning mathematics educators about the presence of the unconscious in the institutional relationship between teacher and student and justify our invitation for them to join us in embracing the motto: Teach by listening, learn by speaking .

Resumo Este artigo foca a prática educativa do professor que, em meio às vicissitudes que caracterizam o movimento da sala de aula, tem por desafio encontrar seus alunos no âmbito da lógica natural da linguagem diária e conduzi-los ao âmbito da lógica matemática subjacente à teoria dos conjuntos que fundamenta a matemática do século 20. Consideramos a identidade A=A, criticada pela teoria hegeliana como lei fundamental do pensamento e adotada no campo da psicanálise como portal de entrada no discurso matemático. Discutimos um paradoxo importante na matemática e sua solução, distinguindo classe de conjunto. Damos especial atenção à introdução do conjunto vazio, dos pares não ordenados e dos conjuntos unitários na teoria de conjuntos ZFC. Seguindo as diretrizes lacanianas, mostramos como o discurso matemático sobre a aritmética, não só fica sujeito à contradição da autorreferência, mas sofre inevitável influência do inconsciente do sujeito que pretende enunciar um discurso sem sujeito. Na teoria lacaniana é localizada essa influência na concepção platônica e mostrada como está presente no conceito de Um. Fornecemos uma introdução à Lógica Intuicionista a partir da lógica mais adaptada à linguagem natural. Concluímos alertando os professores de matemática sobre a presença do inconsciente na relação institucional professor/aluno e justificamos o convite que lhes fazemos, para adotarem conosco o lema: ensina-se ouvindo, aprende-se falando .

ABSTRACT Currently, many water supply systems collect and monitor data daily, among which we can highlight values of reservoir levels, pressures, and consumption demands, in addition to electrical data. The data generated is transformed into information, providing the necessary knowledge to guide the manager in planning actions and making decisions in general. The R program is a programming language widely used for statistical analysis and, recently, in some R works coupled to EPANET. Thus, this work aimed to evaluate the potential of the R program interconnected to EPANET for the database of water supply systems. For this purpose, the methodology of proposing a simulation in R of a theoretical water distribution network created in EPANET was considered to evaluate the results of daily consumption demand. The proposed network was simulated by varying consumption demands with reservoir levels, obtaining several results in 24 hours. Consequently, it was possible to automate the process of statistical analysis, generating tables and graphs referring to the dispersion of demands, node pressures, and outflows of the stretches arising from each variation in consumption and reservoir levels. The results obtained proved the compatibility and practicality of the mathematical model of the water distribution project in the EPANET program, simulated in R and stored in the SQL SERVER database.

RESUMO Atualmente, muitos sistemas de abastecimento de água coletam e monitoram dados diariamente, com destaque para valores de níveis de reservatórios, pressões e demandas de consumo, além de dados elétricos. Os dados gerados são transformados em informações, proporcionando o conhecimento necessário para direcionar o gestor no planejamento de ações e tomadas de decisão em geral. R é uma linguagem de programação muito utilizada para análises estatísticas e recentemente alguns trabalhos apresentaram o uso do software R acoplado ao EPANET. Dessa forma, este trabalho objetivou avaliar a potencialidade do programa R interligado ao EPANET para banco de dados de sistemas de abastecimento de água. Nesse intuito, considerou-se a metodologia em propor uma simulação no R de uma rede de distribuição de água teórica criada no EPANET para avaliar os resultados da demanda de consumo diário. A rede proposta foi simulada variando-se demandas de consumo com os níveis do reservatório, sendo obtidos vários resultados no período de 24 horas. Consequentemente, foi possível automatizar o processo de análises estatísticas gerando tabelas, gráficos referentes à dispersão das demandas, pressões dos nós, vazões dos trechos oriundos de cada variação de consumo e níveis de reservatório. Os resultados obtidos comprovaram a compatibilidade e a praticidade do modelo matemático de distribuição de água projetada no programa EPANET simulada no R e armazenada no banco de dados SQL server.