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Breda</title> <meta name="description" content="Search results for: Ana Breda"> <meta name="keywords" content="Ana Breda"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Ana Breda" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Ana Breda"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Ana Breda</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Vitrification-Based Cryopreservation of Phalaenopsis cornu-Cervi (Breda) Blume & Rchb. f. Protocorms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suphat%20Rittirat">Suphat Rittirat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sutha%20Klaocheed"> Sutha Klaocheed</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Prasertsongskun"> Somporn Prasertsongskun</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanchit%20Thammasiri"> Kanchit Thammasiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protocorms of Phalaenopsis cornu-cervi (Breda) Blume & Rchb. f. were successfully cryopreserved using a vitrification method. Two-month old protocorms at GI 4 stage were precultured in liquid MS medium supplemented with different concentrations of sucrose (0.3, 0.5, 0.7, 0.9 and 1.2 M) at 25±1°C for 2 days on an orbital shaker at 110 rpm. The protocorms were treated with loading solution (2 M glycerol plus 0.4 M sucrose) for 20 minutes at 25±1°C. Then, the protocorms were sufficiently dehydrated with vitrification solution (plant vitrification solution 2, PVS2) for various times (0, 30, 60, 90 and 120 minutes) at 25±1°C and stored in liquid nitrogen for 1 day. After rapid thawing in water bath at 40°C for 2 minutes, the explants were washed by MS liquid medium containing 0.5 ml of 1.2 M sucrose for 20 minutes. The results shown that the protocorms were precultured in liquid MS medium containing 0.5 M sucrose and dehydrated with vitrification solution for 60 minutes had the highest survival percentage of protocorm at 31±1.0 % as measured by Evan’s blue. No survival rate of protocorms was found without vitrification treatments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=protocorms" title="protocorms">protocorms</a>, <a href="https://publications.waset.org/abstracts/search?q=cryopreservation" title=" cryopreservation"> cryopreservation</a>, <a href="https://publications.waset.org/abstracts/search?q=Phalaenopsis%20cornu-cervi" title=" Phalaenopsis cornu-cervi"> Phalaenopsis cornu-cervi</a>, <a href="https://publications.waset.org/abstracts/search?q=vitrification" title=" vitrification"> vitrification</a> </p> <a href="https://publications.waset.org/abstracts/9351/vitrification-based-cryopreservation-of-phalaenopsis-cornu-cervi-breda-blume-rchb-f-protocorms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Enhanced Efficiency for Propagation of Phalaenopsis cornu-cervi (Breda) Blume & Rchb. F. Using Trimmed Leaf Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suphat%20Rittirat">Suphat Rittirat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sutha%20Klaocheed"> Sutha Klaocheed</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanchit%20Thammasiri"> Kanchit Thammasiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The effects of thidiazuron (TDZ) and benzyladenine (BA) on protocorm-like bodies (PLBs) induction from leaf explants was investigated. It was found that TDZ was superior to BA. The highest percentage and number of PLBs per leaf explant at 30 and 5.3 respectively were obtained on ½ MS medium supplemented with 9µM TDZ. The regenerated plantlets were potted and acclimatized in the greenhouse. These plants grew well and developed into normal plants after 3 month of transplantation. The 100% survival of plantlets was achieved when planted on pots containing sphagnum moss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orchid" title="orchid">orchid</a>, <a href="https://publications.waset.org/abstracts/search?q=PLBs" title=" PLBs"> PLBs</a>, <a href="https://publications.waset.org/abstracts/search?q=sphagnum%20moss" title=" sphagnum moss"> sphagnum moss</a>, <a href="https://publications.waset.org/abstracts/search?q=thidiazuron" title=" thidiazuron"> thidiazuron</a> </p> <a href="https://publications.waset.org/abstracts/7706/enhanced-efficiency-for-propagation-of-phalaenopsis-cornu-cervi-breda-blume-rchb-f-using-trimmed-leaf-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Restrictedly-Regular Map Representation of n-Dimensional Abstract Polytopes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Breda%20d%E2%80%99Azevedo">Antonio Breda d’Azevedo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Regularity has often been present in the form of regular polyhedra or tessellations; classical examples are the nine regular polyhedra consisting of the five Platonic solids (regular convex polyhedra) and the four Kleper-Poinsot polyhedra. These polytopes can be seen as regular maps. Maps are cellular embeddings of graphs (with possibly multiple edges, loops or dangling edges) on compact connected (closed) surfaces with or without boundary. The n-dimensional abstract polytopes, particularly the regular ones, have gained popularity over recent years. The main focus of research has been their symmetries and regularity. Planification of polyhedra helps its spatial construction, yet it destroys its symmetries. To our knowledge there is no “planification” for n-dimensional polytopes. However we show that it is possible to make a “surfacification” of the n-dimensional polytope, that is, it is possible to construct a restrictedly-marked map representation of the abstract polytope on some surface that describes its combinatorial structures as well as all of its symmetries. We also show that there are infinitely many ways to do this; yet there is one that is more natural that describes reflections on the sides ((n−1)-faces) of n-simplices with reflections on the sides of n-polygons. We illustrate this construction with the 4-tetrahedron (a regular 4-polytope with automorphism group of size 120) and the 4-cube (a regular 4-polytope with automorphism group of size 384). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abstract%20polytope" title="abstract polytope">abstract polytope</a>, <a href="https://publications.waset.org/abstracts/search?q=automorphism%20group" title=" automorphism group"> automorphism group</a>, <a href="https://publications.waset.org/abstracts/search?q=N-simplicies" title=" N-simplicies"> N-simplicies</a>, <a href="https://publications.waset.org/abstracts/search?q=symmetry" title=" symmetry"> symmetry</a> </p> <a href="https://publications.waset.org/abstracts/95439/restrictedly-regular-map-representation-of-n-dimensional-abstract-polytopes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Interdisciplinarity as a Regular Pedagogical Practice in the Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20Da%20Cruz">Catarina Maria Neto Da Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20D%E2%80%99Azevedo%20Breda"> Ana Maria Reis D’Azevedo Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world is changing and, consequently, the young people need more sophisticated tools and skills to lead with the world’s complexity. The Organisation for Economic Co-operation and Development Learning Framework 2030 suggests an interdisciplinary knowledge as a principle for the future of education systems. In the curricular document Portuguese about the profile of students leaving compulsory education, the critical thinking and creative thinking are pointed out as skills to be developed, which imply the interconnection of different knowledge, applying it in different contexts and learning areas. Unlike primary school teachers, teachers specialized in a specific area lead to more difficulties in the implementation of interdisciplinary approaches in the classrooms and, despite the effort, the interdisciplinarity is not a common practice in schools. Statement like "Mathematics is everywhere" is unquestionable, however, many math teachers show difficulties in presenting such evidence in their classes. Mathematical modelling and problems in real contexts are promising in the development of interdisciplinary pedagogical practices and in Portugal there is a continuous training offer to contribute to the development of teachers in terms of their pedagogical approaches. But when teachers find themselves in the classroom, without a support, do they feel able to implement interdisciplinary practices? In this communication we will try to approach this issue through a case study involving a group of Mathematics teachers, who attended a training aimed at stimulating interdisciplinary practices in real contexts, namely related to the COVID-19 pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinarity" title=" interdisciplinarity"> interdisciplinarity</a> </p> <a href="https://publications.waset.org/abstracts/172298/interdisciplinarity-as-a-regular-pedagogical-practice-in-the-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Non-Existence of Perfect 2-Error Correcting Lee Codes of Word Length 7 over Z</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Cruz">Catarina Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Breda"> Ana Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tiling problems have been capturing the attention of many mathematicians due to their real-life applications. In this study, we deal with tilings of Zⁿ by Lee spheres, where n is a positive integer number, being these tilings related with error correcting codes on the transmission of information over a noisy channel. We focus our attention on the question ‘for what values of n and r does the n-dimensional Lee sphere of radius r tile Zⁿ?’. It seems that the n-dimensional Lee sphere of radius r does not tile Zⁿ for n ≥ 3 and r ≥ 2. Here, we prove that is not possible to tile Z⁷ with Lee spheres of radius 2 presenting a proof based on a combinatorial method and faithful to the geometric idea of the problem. The non-existence of such tilings has been studied by several authors being considered the most difficult cases those in which the radius of the Lee spheres is equal to 2. The relation between these tilings and error correcting codes is established considering the center of a Lee sphere as a codeword and the other elements of the sphere as words which are decoded by the central codeword. When the Lee spheres of radius r centered at elements of a set M ⊂ Zⁿ tile Zⁿ, M is a perfect r-error correcting Lee code of word length n over Z, denoted by PL(n, r). Our strategy to prove the non-existence of PL(7, 2) codes are based on the assumption of the existence of such code M. Without loss of generality, we suppose that O ∈ M, where O = (0, ..., 0). In this sense and taking into account that we are dealing with Lee spheres of radius 2, O covers all words which are distant two or fewer units from it. By the definition of PL(7, 2) code, each word which is distant three units from O must be covered by a unique codeword of M. These words have to be covered by codewords which dist five units from O. We prove the non-existence of PL(7, 2) codes showing that it is not possible to cover all the referred words without superposition of Lee spheres whose centers are distant five units from O, contradicting the definition of PL(7, 2) code. We achieve this contradiction by combining the cardinality of particular subsets of codewords which are distant five units from O. There exists an extensive literature on codes in the Lee metric. Here, we present a new approach to prove the non-existence of PL(7, 2) codes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golomb-Welch%20conjecture" title="Golomb-Welch conjecture">Golomb-Welch conjecture</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20metric" title=" Lee metric"> Lee metric</a>, <a href="https://publications.waset.org/abstracts/search?q=perfect%20Lee%20codes" title=" perfect Lee codes"> perfect Lee codes</a>, <a href="https://publications.waset.org/abstracts/search?q=tilings" title=" tilings"> tilings</a> </p> <a href="https://publications.waset.org/abstracts/95455/the-non-existence-of-perfect-2-error-correcting-lee-codes-of-word-length-7-over-z" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Emotions Triggered by Children’s Literature Images</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20d%27Azevedo%20Breda">Ana Maria Reis d'Azevedo Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20da%20Cruz"> Catarina Maria Neto da Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of images/illustrations in communicating meanings and triggering emotions assumes an increasingly relevant role in contemporary texts, regardless of the age group for which they are intended or the nature of the texts that host them. It is no coincidence that children's books are full of illustrations and that the image/text ratio decreases as the age group grows. The vast majority of children's books can be considered multimodal texts containing text and images/illustrations interacting with each other to provide the young reader with a broader and more creative understanding of the book's narrative. This interaction is very diverse, ranging from images/illustrations that are not essential for understanding the storytelling to those that contribute significantly to the meaning of the story. Usually, these books are also read by adults, namely by parents, educators, and teachers who act as mediators between the book and the children, explaining aspects that are or seem to be too complex for the child's context. It should be noted that there are books labeled as children's books that are clearly intended for both children and adults. In this work, following a qualitative and interpretative methodology based on written productions, participant observation, and field notes, we will describe the perceptions of future teachers of the 1st cycle of basic education, attending a master's degree at a Portuguese university, about the role of the image in literary and non-literary texts, namely in mathematical texts, and how these can constitute precious resources for emotional regulation and for the design of creative didactic situations. The analysis of the collected data allowed us to obtain evidence regarding the evolution of the participants' perception regarding the crucial role of images in children's literature, not only as an emotional regulator for young readers but also as a creative source for the design of meaningful didactical situations, crossing other scientific areas, other than the mother tongue, namely mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20literature" title="children’s literature">children’s literature</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20texts" title=" multimodal texts"> multimodal texts</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a> </p> <a href="https://publications.waset.org/abstracts/162311/emotions-triggered-by-childrens-literature-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Brachypodium: A Model Genus to Study Grass Genome Organisation at the Cytomolecular Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Hasterok">R. Hasterok</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Betekhtin"> A. Betekhtin</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Borowska"> N. Borowska</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Braszewska-Zalewska"> A. Braszewska-Zalewska</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Breda"> E. Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Chwialkowska"> K. Chwialkowska</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Gorkiewicz"> R. Gorkiewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Idziak"> D. Idziak</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Kwasniewska"> J. Kwasniewska</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kwasniewski"> M. Kwasniewski</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Siwinska"> D. Siwinska</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Wiszynska"> A. Wiszynska</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Wolny"> E. Wolny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In contrast to animals, the organisation of plant genomes at the cytomolecular level is still relatively poorly studied and understood. However, the Brachypodium genus in general and B. distachyon in particular represent exceptionally good model systems for such study. This is due not only to their highly desirable ‘model’ biological features, such as small nuclear genome, low chromosome number and complex phylogenetic relations, but also to the rapidly and continuously growing repertoire of experimental tools, such as large collections of accessions, WGS information, large insert (BAC) libraries of genomic DNA, etc. Advanced cytomolecular techniques, such as fluorescence in situ hybridisation (FISH) with evermore sophisticated probes, empowered by cutting-edge microscope and digital image acquisition and processing systems, offer unprecedented insight into chromatin organisation at various phases of the cell cycle. A good example is chromosome painting which uses pools of chromosome-specific BAC clones, and enables the tracking of individual chromosomes not only during cell division but also during interphase. This presentation outlines the present status of molecular cytogenetic analyses of plant genome structure, dynamics and evolution using B. distachyon and some of its relatives. The current projects focus on important scientific questions, such as: What mechanisms shape the karyotypes? Is the distribution of individual chromosomes within an interphase nucleus determined? Are there hot spots of structural rearrangement in Brachypodium chromosomes? Which epigenetic processes play a crucial role in B. distachyon embryo development and selective silencing of rRNA genes in Brachypodium allopolyploids? The authors acknowledge financial support from the Polish National Science Centre (grants no. 2012/04/A/NZ3/00572 and 2011/01/B/NZ3/00177) <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brachypodium" title="Brachypodium">Brachypodium</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20distachyon" title=" B. distachyon"> B. distachyon</a>, <a href="https://publications.waset.org/abstracts/search?q=chromosome" title=" chromosome"> chromosome</a>, <a href="https://publications.waset.org/abstracts/search?q=FISH" title=" FISH"> FISH</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20cytogenetics" title=" molecular cytogenetics"> molecular cytogenetics</a>, <a href="https://publications.waset.org/abstracts/search?q=nucleus" title=" nucleus"> nucleus</a>, <a href="https://publications.waset.org/abstracts/search?q=plant%20genome%20organisation" title=" plant genome organisation"> plant genome organisation</a> </p> <a href="https://publications.waset.org/abstracts/12066/brachypodium-a-model-genus-to-study-grass-genome-organisation-at-the-cytomolecular-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Promoting Creative and Critical Thinking in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20D%27Azevedo%20Breda">Ana Maria Reis D'Azevedo Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20da%20Cruz"> Catarina Maria Neto da Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Japanese art of origami provides a rich context for designing exploratory mathematical activities for children and young people. By folding a simple sheet of paper, fascinating and surprising planar and spatial configurations emerge. Equally surprising is the unfolding process, which also produces striking patterns. The procedure of folding, unfolding, and folding again allows the exploration of interesting geometric patterns. When adequately and systematically done, we may deduce some of the mathematical rules ruling origami. As the child/youth folds the sheet of paper repeatedly, he can physically observe how the forms he obtains are transformed and how they relate to the pattern of the corresponding unfolding, creating space for the understanding/discovery of mathematical principles regulating the folding-unfolding process. As part of a 2023 Summer Academy organized by a Portuguese university, a session entitled “Folding, Thinking and Generalizing” took place. Twenty-three students attended the session, all enrolled in the 2nd cycle of Portuguese Basic Education and aged between 10 and 12 years old. The main focus of this session was to foster the development of critical cognitive and socio-emotional skills among these young learners using origami. These skills included creativity, critical analysis, mathematical reasoning, collaboration, and communication. Employing a qualitative, descriptive, and interpretative analysis of data collected during the session through field notes and students’ written productions, our findings reveal that structured origami-based activities not only promote student engagement with mathematical concepts in a playful and interactive but also facilitate the development of socio-emotional skills, which include collaboration and effective communication between participants. This research highlights the value of integrating origami into educational practices, highlighting its role in supporting comprehensive cognitive and emotional learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skills" title="skills">skills</a>, <a href="https://publications.waset.org/abstracts/search?q=origami%20rules" title=" origami rules"> origami rules</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20activities" title=" hands-on activities"> hands-on activities</a> </p> <a href="https://publications.waset.org/abstracts/172299/promoting-creative-and-critical-thinking-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Digital Game Fostering Spatial Abilities for Children with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Barros">Pedro Barros</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Breda"> Ana Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenio%20Rocha"> Eugenio Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Isabel%20Santos"> M. Isabel Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As visual and spatial awareness develops, children apprehension of the concept of direction, (relative) distance and (relative) location materializes. Here we present the educational inclusive digital game ORIESPA, under development by the Thematic Line Geometrix, for children aged between 6 and 10 years old, aiming the improvement of their visual and spatial awareness. Visual-spatial abilities are of crucial importance to succeed in many everyday life tasks. Unavoidable in the technological age we are living in, they are essential in many fields of study as, for instance, mathematics.The game, set on a 2D/3D environment, focusses in tasks/challenges on the following categories (1) static orientation of the subject and object, requiring an understanding of the notions of up–down, left–right, front–back, higher-lower or nearer-farther; (2) interpretation of perspectives of three-dimensional objects, requiring the understanding of 2D and 3D representations of three-dimensional objects; and (3) orientation of the subject in real space, requiring the reading and interpreting of itineraries. In ORIESPA, simpler tasks are based on a quadrangular grid, where the front-back and left-right directions and the rotations of 90º, 180º and 270º play the main requirements. The more complex ones are produced on a cubic grid adding the up and down movements. In the first levels, the game's mechanics regarding the reading and interpreting maps (from point A to point B) is based on map routes, following a given set of instructions. In higher levels, the player must produce a list of instructions taking the game character to the desired destination, avoiding obstacles. Being an inclusive game the user has the possibility to interact through the mouse (point and click with a single button), the keyboard (small set of well recognized keys) or a Kinect device (using simple gesture moves). The character control requires the action on buttons corresponding to movements in 2D and 3D environments. Buttons and instructions are also complemented with text, sound and sign language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game" title="digital game">digital game</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=itinerary" title=" itinerary"> itinerary</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20ability" title=" spatial ability"> spatial ability</a> </p> <a href="https://publications.waset.org/abstracts/95428/digital-game-fostering-spatial-abilities-for-children-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95428.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Assessing Children’s Probabilistic and Creative Thinking in a Non-formal Learning Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Breda">Ana Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Cruz"> Catarina Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Daily, we face unpredictable events, often attributed to chance, as there is no justification for such an occurrence. Chance, understood as a source of uncertainty, is present in several aspects of human life, such as weather forecasts, dice rolling, and lottery. Surprisingly, humans and some animals can quickly adjust their behavior to handle efficiently doubly stochastic processes (random events with two layers of randomness, like unpredictable weather affecting dice rolling). This adjustment ability suggests that the human brain has built-in mechanisms for perceiving, understanding, and responding to simple probabilities. It also explains why current trends in mathematics education include probability concepts in official curriculum programs, starting from the third year of primary education onwards. In the first years of schooling, children learn to use a certain type of (specific) vocabulary, such as never, always, rarely, perhaps, likely, and unlikely, to help them to perceive and understand the probability of some events. These are keywords of crucial importance for their perception and understanding of probabilities. The development of the probabilistic concepts comes from facts and cause-effect sequences resulting from the subject's actions, as well as the notion of chance and intuitive estimates based on everyday experiences. As part of a junior summer school program, which took place at a Portuguese university, a non-formal learning experiment was carried out with 18 children in the 5th and 6th grades. This experience was designed to be implemented in a dynamic of a serious ice-breaking game, to assess their levels of probabilistic, critical, and creative thinking in understanding impossible, certain, equally probable, likely, and unlikely events, and also to gain insight into how the non-formal learning context influenced their achievements. The criteria used to evaluate probabilistic thinking included the creative ability to conceive events classified in the specified categories, the ability to properly justify the categorization, the ability to critically assess the events classified by other children, and the ability to make predictions based on a given probability. The data analysis employs a qualitative, descriptive, and interpretative-methods approach based on students' written productions, audio recordings, and researchers' field notes. This methodology allowed us to conclude that such an approach is an appropriate and helpful formative assessment tool. The promising results of this initial exploratory study require a future research study with children from these levels of education, from different regions, attending public or private schools, to validate and expand our findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20and%20creative%20thinking" title="critical and creative thinking">critical and creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20mathematics%20learning" title=" non-formal mathematics learning"> non-formal mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=probabilistic%20thinking" title=" probabilistic thinking"> probabilistic thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game" title=" serious game"> serious game</a> </p> <a href="https://publications.waset.org/abstracts/188361/assessing-childrens-probabilistic-and-creative-thinking-in-a-non-formal-learning-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Listening Children Through Storytelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Cruz">Catarina Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Breda"> Ana Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the early years, until the children’s entrance at the elementary school, they are stimulated by their educators, through rich and attractive contexts, to explore and develop skills in different domains, from the socio-emotional to the cognitive. Many of these contexts trigger real or imaginary situations, familiar or not, through resources or pedagogical practices that incite children's curiosity, questioning, expression of ideas or emotions, social interaction, among others. Later, when children enter at the elementary school, their activity at school becomes more focused on developing skills in the cognitive domain, namely acquiring learning from different subject areas, such as Mathematics, Natural Sciences, History, among others. That is, to ensure that children develop the standardized learning recommended in the guiding curriculum documents, they spend part of their time applying formulas, memorizing information, following instructions, and so on, and in this way not much time is left to listen children, to learn about their interests and likes, as well as their perspective and questions about the surround world. In Elementary School, especially in the 1st Cycle, children are naturally curious, however, sometimes this skill is subtly conditioned by adults. Curious children learn more, since they have an intrinsic desire to know more, especially about what is unknown. When children think on subjects or themes that they are interested in or curious about, they attribute more meaning to this learning and retain it for longer. Therefore, it is important to approach subjects in the classroom that seduce or captivate children's attention, trigger them curiosity, and allow to hear their ideas. There are several resources, strategies and pedagogical practices to awaken children's curiosity, to explore their knowledge, to understand their perspectives and their way of thinking, to know a little more about their personality and to provide space for dialogue. The storytelling, its narrative’s exploration and interpretation is one of those pedagogical practices. Children’s literature, about real or imaginary subjects, stimulate children’s insights supported into their experiences, emotions, learnings and personality, and promote opportunities for children express freely their feelings and thoughts. This work focuses on a session developed with children in the 3rd year of schooling, from a Portuguese 1st Cycle Basic School, in which the story "From the Outside In and From the Inside Out" was presented. The story’s presentation was mainly centred on children’s activity, who read excerpts and interpreted/explored them through a dialogue led by one of the authors. The study presented here intends to show an example of how an exploration of a children's story can trigger ideas, thoughts, emotions or attitudes in children in the 3rd year of elementary school. To answer the research question, this work aimed to: identify ideas, thoughts, emotions or attitudes that emerged from the exploration of story; analyse aspects of the story and the orchestration/conduction of dialogue with/between children that facilitated or inhibited the emergence of ideas, thoughts, emotions or attitudes by children, <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20perspectives" title=" children’s perspectives"> children’s perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20learning%20contexts" title=" non-formal learning contexts"> non-formal learning contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=orchestration" title=" orchestration"> orchestration</a> </p> <a href="https://publications.waset.org/abstracts/188362/listening-children-through-storytelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Emotions Aroused by Children’s Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20da%20Cruz">Catarina Maria Neto da Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20d%27Azevedo%20Breda"> Ana Maria Reis d'Azevedo Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are manifestations of everything that happens around us, influencing, consequently, our actions. People experience emotions continuously when socialize with friends, when facing complex situations, and when at school, among many other situations. Although the influence of emotions in the teaching and learning process is nothing new, its study in the academic field has been more popular in recent years, distinguishing between positive (e.g., enjoyment and curiosity) and negative emotions (e.g., boredom and frustration). There is no doubt that emotions play an important role in the students’ learning process since the development of knowledge involves thoughts, actions, and emotions. Nowadays, one of the most significant changes in acquiring knowledge, accessing information, and communicating is the way we do it through technological and digital resources. Faced with an increasingly frequent use of technological or digital means with different purposes, whether in the acquisition of knowledge or in communicating with others, the emotions involved in these processes change naturally. The speed with which the Internet provides information reduces the excitement for searching for the answer, the gratification of discovering something through our own effort, the patience, the capacity for effort, and resilience. Thus, technological and digital devices are bringing changes to the emotional domain. For this reason and others, it is essential to educate children from an early age to understand that it is not possible to have everything with just one click and to deal with negative emotions. Currently, many curriculum guidelines highlight the importance of the development of so-called soft skills, in which the emotional domain is present, in academic contexts. The technical report “OECD Survey on Social and Emotional Skills”, developed by OECD, is one of them. Within the scope of the Portuguese reality, the “Students’ profile by the end of compulsory schooling” and the “Health education reference” also emphasizes the importance of emotions in education. There are several resources to stimulate good emotions in articulation with cognitive development. One of the most predictable and not very used resources in the most diverse areas of knowledge after pre-school education is the literature. Due to its characteristics, in the narrative or in the illustrations, literature provides the reader with a journey full of emotions. On the other hand, literature makes it possible to establish bridges between narrative and different areas of knowledge, reconciling the cognitive and emotional domains. This study results from the presentation session of a children's book, entitled “From the Outside to Inside and from the Inside to Outside”, to children attending the 2nd, 3rd, and 4th years of basic education in the Portuguese education system. In this book, rationale and emotion are in constant dialogue, so in this session, based on excerpts from the book dramatized by the authors, some questions were asked to the children in a large group, with an aim to explore their perception regarding certain emotions or events that trigger them. According to the aim of this study, qualitative, descriptive, and interpretative research was carried out based on participant observation and audio records. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20education" title=" basic education"> basic education</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a> </p> <a href="https://publications.waset.org/abstracts/162310/emotions-aroused-by-childrens-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162310.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Scientific and Regulatory Challenges of Advanced Therapy Medicinal Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Abdellatif">Alaa Abdellatif</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabri%C3%A8le%20Breda"> Gabrièle Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background. Advanced therapy medicinal products (ATMPs) are innovative therapies that mainly target orphan diseases and high unmet medical needs. ATMP includes gene therapy medicinal products (GTMP), somatic cell therapy medicinal products (CTMP), and tissue-engineered therapies (TEP). Since legislation opened the way in 2007, 25 ATMPs have been approved in the EU, which is about the same amount as the U.S. Food and Drug Administration. However, not all of the ATMPs that have been approved have successfully reached the market and retained their approval. Objectives. We aim to understand all the factors limiting the market access to very promising therapies in a systemic approach, to be able to overcome these problems, in the future, with scientific, regulatory and commercial innovations. Further to recent reviews that focus either on specific countries, products, or dimensions, we will address all the challenges faced by ATMP development today. Methodology. We used mixed methods and a multi-level approach for data collection. First, we performed an updated academic literature review on ATMP development and their scientific and market access challenges (papers published between 2018 and April 2023). Second, we analyzed industry feedback from cell and gene therapy webinars and white papers published by providers and pharmaceutical industries. Finally, we established a comparative analysis of the regulatory guidelines published by EMA and the FDA for ATMP approval. Results: The main challenges in bringing these therapies to market are the high development costs. Developing ATMPs is expensive due to the need for specialized manufacturing processes. Furthermore, the regulatory pathways for ATMPs are often complex and can vary between countries, making it challenging to obtain approval and ensure compliance with different regulations. As a result of the high costs associated with ATMPs, challenges in obtaining reimbursement from healthcare payers lead to limited patient access to these treatments. ATMPs are often developed for orphan diseases, which means that the patient population is limited for clinical trials which can make it challenging to demonstrate their safety and efficacy. In addition, the complex manufacturing processes required for ATMPs can make it challenging to scale up production to meet demand, which can limit their availability and increase costs. Finally, ATMPs face safety and efficacy challenges: dangerous adverse events of these therapies like toxicity related to the use of viral vectors or cell therapy, starting material and donor-related aspects. Conclusion. As a result of our mixed method analysis, we found that ATMPs face a number of challenges in their development, regulatory approval, and commercialization and that addressing these challenges requires collaboration between industry, regulators, healthcare providers, and patient groups. This first analysis will help us to address, for each challenge, proper and innovative solution(s) in order to increase the number of ATMPs approved and reach the patients <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20therapy%20medicinal%20products%20%28ATMPs%29" title="advanced therapy medicinal products (ATMPs)">advanced therapy medicinal products (ATMPs)</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20development" title=" product development"> product development</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20access" title=" market access"> market access</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/166324/scientific-and-regulatory-challenges-of-advanced-therapy-medicinal-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> A Digital Environment for Developing Mathematical Abilities in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Isabel%20Santos">M. Isabel Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Breda"> Ana Breda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Margarida%20Almeida"> Ana Margarida Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on academic abilities of individuals with autism spectrum disorder (ASD) underlines the importance of mathematics interventions. Yet the proposal of digital applications for children and youth with ASD continues to attract little attention, namely, regarding the development of mathematical reasoning, being the use of the digital technologies an area of great interest for individuals with this disorder and its use is certainly a facilitative strategy in the development of their mathematical abilities. The use of digital technologies can be an effective way to create innovative learning opportunities to these students and to develop creative, personalized and constructive environments, where they can develop differentiated abilities. The children with ASD often respond well to learning activities involving information presented visually. In this context, we present the digital Learning Environment on Mathematics for Autistic children (LEMA) that was a research project conducive to a PhD in Multimedia in Education and was developed by the Thematic Line Geometrix, located in the Department of Mathematics, in a collaboration effort with DigiMedia Research Center, of the Department of Communication and Art (University of Aveiro, Portugal). LEMA is a digital mathematical learning environment which activities are dynamically adapted to the user’s profile, towards the development of mathematical abilities of children aged 6–12 years diagnosed with ASD. LEMA has already been evaluated with end-users (both students and teacher’s experts) and based on the analysis of the collected data readjustments were made, enabling the continuous improvement of the prototype, namely considering the integration of universal design for learning (UDL) approaches, which are of most importance in ASD, due to its heterogeneity. The learning strategies incorporated in LEMA are: (i) provide options to custom choice of math activities, according to user’s profile; (ii) integrates simple interfaces with few elements, presenting only the features and content needed for the ongoing task; (iii) uses a simple visual and textual language; (iv) uses of different types of feedbacks (auditory, visual, positive/negative reinforcement, hints with helpful instructions including math concept definitions, solved math activities using split and easier tasks and, finally, the use of videos/animations that show a solution to the proposed activity); (v) provides information in multiple representation, such as text, video, audio and image for better content and vocabulary understanding in order to stimulate, motivate and engage users to mathematical learning, also helping users to focus on content; (vi) avoids using elements that distract or interfere with focus and attention; (vii) provides clear instructions and orientation about tasks to ease the user understanding of the content and the content language, in order to stimulate, motivate and engage the user; and (viii) uses buttons, familiarly icons and contrast between font and background. Since these children may experience little sensory tolerance and may have an impaired motor skill, besides the user to have the possibility to interact with LEMA through the mouse (point and click with a single button), the user has the possibility to interact with LEMA through Kinect device (using simple gesture moves). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20abilities" title=" mathematical abilities"> mathematical abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20learning%20activities" title=" mathematical learning activities"> mathematical learning activities</a> </p> <a href="https://publications.waset.org/abstracts/95427/a-digital-environment-for-developing-mathematical-abilities-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a 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