Spelling suggestions: "subject:"[een] CONICS"" "subject:"[enn] CONICS""
41 |
O que sabem sobre as curvas cônicas? : uma possível leitura para o processo de produção de significado em um grupo de estudos /Ferreira, Bruno Leite January 2019 (has links)
Orientador: Rúbia Barcelos Amaral-Schio / Resumo: A presente pesquisa partiu da motivação do seu autor sobre o processo de investigação matemática com estudantes. Entendendo que a Matemática não é produzida do mesmo modo que é apresentada nos livros voltados para o seu estudo, foi intencionado na tese elaborar compreensões sobre o processo de produção de significado para determinadas noções matemáticas em um contexto investigativo de aprendizagem. Desse modo, a pesquisa configurou-se em uma abordagem qualitativa, apoiando-se na Teoria do Modelo dos Campos Semânticos para realizar uma possível leitura desse processo, enfatizando-se a contribuição deste trabalho no diálogo do referencial teórico com o campo da Geometria. Para tal, foi organizado um Grupo de Estudos Independente sobre curvas cônicas composto por quatro estudantes do curso de graduação em Matemática e o pesquisador, autor desta tese de doutorado. Não houve um programa pré-definido, permitindo que os participantes conduzissem as discussões partindo da seguinte pergunta: O que vocês sabem sobre curvas cônicas? Como instrumento de produção de dados, foram utilizadas gravações em vídeo-áudio dos vinte e dois encontros que ocorreram ao longo do ano de 2016, conversas no aplicativo para smartphone WhatsApp (em grupo e em pares) e diários dos participantes. Em consonância com o objetivo, o estilo de escrita da tese adorado como estética buscou evidenciar tanto o processo de produção de conhecimento (matemático) como também o d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research is based on the motivation of its author on the mathematical investigation process with students. Understanding that Mathematics is not produced in the same way as it is presented in textbooks, it was intended in elaborating understandings about the producing meaning process for certain mathematical notions in a research context of learning. In this way, the research is framed on a qualitative approach, based on Semantic Field Model Theory to carry out a possible reading of this process, so that the contribution of this work is emphasized in the dialog of the theoretical reference with the Geometry’s field. For that, a Study Group on conic curves was composed by four undergraduate students in Mathematics and the researcher, author of this doctoral thesis. There was no predefined program, allowing participants to conduct the discussions from referrals through the following question: What do you know about conic curves? As a data production tool, video-audio recordings of the twenty-two meetings that took place throughout 2016, conversations in the WhatsApp smartphone application (in group and in pairs) and participants' diaries were used. In agreement with our aim, the text form of the thesis sought to evidence both the process of production of knowledge (mathematical) as well as of scientific knowledge (to do research). The analysis consisted in making a plausible reading of the dynamics of meaning production from the point of view of one of the subjects.... (Complete abstract click electronic access below) / Doutor
|
42 |
Construções geométricas por dobradura (ORIGAMI): Aplicações ao ensino básico / Geometric constructions by folding ( ORIGAMI ) : applications to basic educationLuiz Claudio de Sousa Passaroni 30 January 2015 (has links)
A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto
matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do
Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o
emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a
inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este
trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns
problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos
de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e
mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da
circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por
dobraduras / This work aims to demonstrate the Origami art in a mathematical context, with a brief
summary of the historical aspects and its development over time, giving more prominence to
applications in mathematics, with the use of the axioms of Huzita and proposal to expand this
set of axioms to include the circle in Origami paper. As the use of folding techniques, this
work shows various applications of Origami in mathematics, such as the solution of some
classical problems; the construction of polygons; the demonstration of the sum of the interior
angles of a triangle; the calculation of some areas and the solution of some problems of
maximum and minimum, followed by mathematical concepts involved in each of them. The
inclusion of the circle in Origami plan allowed also to study the constructions of conic by
folding
|
43 |
Construções geométricas por dobradura (ORIGAMI): aplicações ao ensino básico / Geometric constructions by folding ( ORIGAMI ) : applications to basic education.Luiz Claudio de Sousa Passaroni 30 January 2015 (has links)
A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto
matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do
Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o
emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a
inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este
trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns
problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos
de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e
mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da
circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por
dobraduras. / This work aims to demonstrate the Origami art in a mathematical context, with a brief
summary of the historical aspects and its development over time, giving more prominence to
applications in mathematics, with the use of the axioms of Huzita and proposal to expand this
set of axioms to include the circle in Origami paper. As the use of folding techniques, this
work shows various applications of Origami in mathematics, such as the solution of some
classical problems; the construction of polygons; the demonstration of the sum of the interior
angles of a triangle; the calculation of some areas and the solution of some problems of
maximum and minimum, followed by mathematical concepts involved in each of them. The
inclusion of the circle in Origami plan allowed also to study the constructions of conic by
folding.
|
44 |
Construções geométricas por dobradura (ORIGAMI): Aplicações ao ensino básico / Geometric constructions by folding ( ORIGAMI ) : applications to basic educationLuiz Claudio de Sousa Passaroni 30 January 2015 (has links)
A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto
matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do
Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o
emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a
inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este
trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns
problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos
de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e
mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da
circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por
dobraduras / This work aims to demonstrate the Origami art in a mathematical context, with a brief
summary of the historical aspects and its development over time, giving more prominence to
applications in mathematics, with the use of the axioms of Huzita and proposal to expand this
set of axioms to include the circle in Origami paper. As the use of folding techniques, this
work shows various applications of Origami in mathematics, such as the solution of some
classical problems; the construction of polygons; the demonstration of the sum of the interior
angles of a triangle; the calculation of some areas and the solution of some problems of
maximum and minimum, followed by mathematical concepts involved in each of them. The
inclusion of the circle in Origami plan allowed also to study the constructions of conic by
folding
|
45 |
Construções geométricas por dobradura (ORIGAMI): aplicações ao ensino básico / Geometric constructions by folding ( ORIGAMI ) : applications to basic education.Luiz Claudio de Sousa Passaroni 30 January 2015 (has links)
A presente dissertação tem o objetivo de mostrar a arte Origami sob um contexto
matemático, apresentando um pequeno resumo dos aspectos história e o desenvolvimento do
Origami ao longo do tempo e dando maior destaque às suas aplicações na matemática, com o
emprego dos axiomas de Huzita e a proposta de ampliação deste conjunto de axiomas com a
inclusão da circunferência no papel Origami. Com o uso das técnicas de dobraduras, este
trabalho mostra várias aplicações do Origami na matemática, tais como: a solução de alguns
problemas clássicos, a construção de polígonos, a demonstração da soma dos ângulos internos
de um triângulo, cálculo de algumas áreas, a solução de alguns problemas de máximos e
mínimos, seguidos dos conceitos matemático envolvidos em cada um deles. E a inclusão da
circunferência no plano Origami permitiu ainda, o estudo das construções das cônicas por
dobraduras. / This work aims to demonstrate the Origami art in a mathematical context, with a brief
summary of the historical aspects and its development over time, giving more prominence to
applications in mathematics, with the use of the axioms of Huzita and proposal to expand this
set of axioms to include the circle in Origami paper. As the use of folding techniques, this
work shows various applications of Origami in mathematics, such as the solution of some
classical problems; the construction of polygons; the demonstration of the sum of the interior
angles of a triangle; the calculation of some areas and the solution of some problems of
maximum and minimum, followed by mathematical concepts involved in each of them. The
inclusion of the circle in Origami plan allowed also to study the constructions of conic by
folding.
|
46 |
LIGHT SCATTERING STUDIES OF DEFECTS IN NEMATIC/TWIST-BEND LIQUID CRYSTALS AND LAYER FLUCTUATIONS IN FREE-STANDING SMECTIC MEMBRANESPardaev, Shokir A. 13 June 2017 (has links)
No description available.
|
47 |
Kegelsnedes as integrerende faktor in skoolwiskundeStols, Gert Hendrikus 30 November 2003 (has links)
Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)
|
48 |
From Physical Model To Proof For Understanding Via DGS: Interplay Among EnvironmentsOsta, Iman M. 07 May 2012 (has links) (PDF)
The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves as an intermediary tool, used to bridge the gap between the
physical model and the formal symbolic system of proof. The paper will present an analysis of participants’ geometric thinking strategies, featuring proof as an embedded process in geometric construction situations.
|
49 |
Kegelsnedes as integrerende faktor in skoolwiskundeStols, Gert Hendrikus 30 November 2003 (has links)
Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)
|
50 |
Aplikace geometrických algeber / Geometric algebra applicationsMachálek, Lukáš January 2021 (has links)
Tato diplomová práce se zabývá využitím geometrické algebry pro kuželosečky (GAC) v autonomní navigaci, prezentované na pohybu robota v trubici. Nejprve jsou zavedeny teoretické pojmy z geometrických algeber. Následně jsou prezentovány kuželosečky v GAC. Dále je provedena implementace enginu, který je schopný provádět základní operace v GAC, včetně zobrazování kuželoseček zadaných v kontextu GAC. Nakonec je ukázán algoritmus, který odhadne osu trubice pomocí bodů, které umístí do prostoru pomocí středů elips, umístěných v obrazu, získaných obrazovým filtrem a fitovacím algoritmem.
|
Page generated in 0.0503 seconds