Public-display systems are still far from being a medium for meeting people's diverse communication goals. Moving toward open displays will require publication paradigms that can overcome the challenges of meaningful engagement and enable users to fully understand and control the publication process. The metaphors of pins and posters have inspired two complementary paradigms for public displays. Researchers implemented these paradigms in the Instant Places system, which they deployed on 10 displays in diverse urban locations for six months. They collected user and system data regarding the users' practices. The findings improve the understanding of what might drive user-generated content in networks of urban displays. Such knowledge can inform the design of tools and procedures for situated publication in public displays.

La Historia de las Matemáticas (HM) es una herramienta que puede ser muy útil en un contexto educativo. Sin embargo, la HM es un cuerpo de saber muy extenso y es necesario reflexionar cual HM debe ser enseñada en la formación inicial de los profesores en los primeros años de escolaridad. En este artículo hacemos esta reflexión tratando de justificar qué contenidos HM son realmente esenciales para los profesores y para sus futuras prácticas profesionales. En nuestra opinión, los contenidos de HM deben centrarse en los temas: sistemas de numeración de diversos pueblos, diferentes algoritmos para realizar operaciones aritméticas y resolver ecuaciones, tópicos de la geometría, así como el conocimiento de varios puntos de HM local/nacional. También damos una breve descripción de lo que son los cursos de Educación Básica en Portugal, prestando especial atención a las matemáticas que se enseñaban en estos cursos. Por otro lado, también presentamos varias referencias a estudios internacionales donde se atestigua la importancia de usar HM en el aula.Palabras clave: Educación básica Formación del profesorado, historia de las matemáticas, historia de las matemáticas como herramienta en un contexto educativo. HISTORY OF MATHEMATICS IN PORTUGUESE INITIAL BASIC TEACHER EDUCATION PROGRAMS: A REFLECTION FOR TEACHER TRAININGAbstractHistory of Mathematics (HM) is a tool that can be very useful in an educational context. However, HM is a very broad corpus of knowledge and it is necessary to reflect on what HM should be taught in the initial basic teacher education programs. In this paper, we make this reflection by trying to justify which HM contents are truly essential for teachers and their future professional practices. In our opinion, HM contents should focus on the following topics: diverse ancient peoples numbering systems, different algorithms for performing arithmetic operations and solving equations, geometry topics, as well as knowledge of various local/national HM aspects. We also give a brief description of Portuguese initial basic teacher education programs, giving special focus on the mathematics syllabus in these programs. And we present several references to international studies that show the importance of using HM in the classroom context.Keywords: Training of elementary school teachers, history of mathematics, history of mathematics as a tool in educational context. A HISTÓRIA DA MATEMÁTICA NOS CURSOS DE EDUCAÇÃO BÁSICA EM PORTUGAL: UMA REFLEXÃO PARA A FORMAÇÃO DE PROFESSORESResumoA História da Matemática (HM) é uma ferramenta que poderá ser muito útil em contexto educativo. Contudo, a HM é um corpo de saber muito extenso e é necessário refletir qual a HM que deverá ser ensinada na formação inicial de professores dos primeiros anos de escolaridade. Neste artigo fazemos essa reflexão tentando justificar quais os conteúdos de HM verdadeiramente essenciais para os professores e para as suas práticas profissionais futuras. Na nossa opinião, os conteúdos de HM deverão centrar-se nos temas: sistemas de numeração de diversos povos, diferentes algoritmos para realizar operações aritméticas e resolver equações, tópicos de geometria, bem como o conhecimento de vários pontos de HM local/nacional. Fazemos ainda uma breve descrição do que são os cursos de Educação Básica em Portugal, dando especial enfoque nas matemáticas lecionadas nesses cursos. Por outro lado, apresentamos também várias referências a estudos internacionais onde se atesta a importância da utilização da HM em contexto de sala de aula.Palavras- chave: Formação de professores do ensino básico, história da matemática, história da matemática como ferramenta em contexto educativo.

Digital public displays can have a key role in urban ubiquitous computing infrastructures, but they have not yet managed to fill this role. A key step in that direction would be the emergence of an application model for open display networks that would enable anyone to create applications for display infrastructures. In this work, we study the development of web-based applications for public displays. We report on our experience of application development for real world public deployment and also on an experiment with external web developers to assess their ability to create such applications using our own development tools. The results show that the web-based app model can effectively be used in the context of public displays and that web developers are able to leverage upon their expertise to create this type of applications.

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This paper presents an interaction model for per-place and that occasionally pass by. When arriving for the first vasive computing environments supporting localized activities, time to a particular public space, they have little or no idea i.e., activities strongly associated to a specific physical envi-about the physical setting nor about the resource infrastructure ronment. We are particularly interested in activities performed by occasional visitors to public spaces. This interaction model atisuchean eronenm p to assist localized is characterized by an activity-centered approach to pervasive activities. These users need help to easily orient themselves in computing and is defined in a conceptual model inspired by the physical environment, to identify the resources (humans or Activity Theory. ActivitySpot, a software infrastructure imple-artefacts) available for achieving the activity, and to perceive menting this conceptual model, is also presented. User interaction how to interact with the available resources. in ActivitySpot is based on simple, everyday pervasive computing Public spaces, in general, are designed and instrumented to devices, which facilitates usage learning and allows for a wide provid spacestan gen eir vis.gTey have to user population. ActivitySpot has supported the deployment of provide some assistance to their visitors. They may have wall several pervasive computing solutions for localized activities. Our signs, panes, public digital kiosks, staff members, brochures, conceptual model has been evaluated by user studies run at receptacles for comments and suggestions, etc. However, that different public spaces and global results demonstrate the model's type of support is normally targeted to the functional aspects suitability to the targeted type of scenario.of the space and very limited in providing people with a