Thèse (M.Ps.)--Université Laval, 2003. / Bibliogr.: f. 14-15. Publié aussi en version électronique.

Thèse (Ph. D.)--Université Laval, 2003. / Bibliogr.: f. xxxii-xlvi. Publié aussi en version électronique.

<p>This study represents seven adolescents’ perspective on online poker gambling. The purpose of this study is to analyze and describe adolescents’ thoughts and experiences of online poker gambling, thus gaining a deeper knowledge and understanding of how gambling affects youths in their living conditions and in their identity development. This was done by studying the symbolism and meaning that gambling has in these youths every day live and in their identity development. Interviews with one female and six male teenagers age fifteen to seventeen were made, using a qualitative approach. The empirical data were analysed through previous research and by using several theoretical perspectives that were found to be relevant for this study’s purpose and questions.</p><p> </p><p>Results of the study show that friends and media have a significant meaning for youths’ introduction to online poker gambling. The adolescents’ gambling has been variable and can be seen as part of their identity development as they experiment with different roles and lifestyles. The study shows that it’s not just one quality of online poker that attracts young people, but a combination of various qualities that are closely intertwined and together contribute to the game experience the young seek. This study also shows that young people find strategies to manage risks tied to online poker gambling. In addition, the study shows that online poker as a typical male arena strengthens and verifies the male adolescent boys in this study in their identities as young men. Notions of gender in online poker gambling consequently contribute to that young people reproduce gender specific gambling patterns that exist in society.</p>

A presente pesquisa foi desenvolvida para entender como ocorre o processo de ensino e aprendizagem da Combinatória, no caso particular dos problemas de contagem de agrupamentos de objetos, considerado difícil por professores e alunos; e para elaborar e experimentar uma proposta didática, com potencial para trazer algo novo ao processo. Com base na Teoria dos Campos Conceituais de Vergnaud, delineou-se os esquemas de um grupo de alunos do ensino médio: resolvem problemas de contagem direta, mas não resolvem os que exigem multiplicação e divisão. Com a análise de outros trabalhos correlatos, pode-se concluir que o ensino tem melhores chances de iniciar com a resolução de problemas, e não a partir de formulários e definições. Consequência deste estudo, foi organizada e posta em prática uma sequência didática que parte da vivência do “jogo de pôquer”. Entende-se o baralho (sem coringas) como um conjunto de 52 objetos, a partir do qual devemos formar agrupamentos de 5 objetos (“mãos”). Os problemas propostos gerados pelo jogo podem ser resolvidos com as quatro operações aritméticas. Ao final, constatou-se evolução nos esquemas dos alunos, que passaram a utilizar a multiplicação com significado e a utilizar uma organização gráfica adequada para as soluções. Mas ainda apareceram erros no uso da divisão, que foram analisados para poder-se oferecer ao professor/leitor, compreensão das dificuldades. / This research was conducted to understand how the teaching and learning of Combinatorics is, in the particular case of counting issues and groupings of objects, which is considered difficult by teachers and students. Also aims to develop and experience a didactic proposal, with the potential to bring something new to the process. Based on Vergnaud's theory of Conceptual Fields, it was outlined schemes of a group of high school students: they solve problems of direct counting, but do not solve problems that require multiplication and division. With the analysis of other related work, we can conclude that a better way of teaching would be starting with problem solving, and not from formulas and definitions. As a result of this study a teaching sequence that takes advantage of the experience of the poker game, was organized and implemented. It is understood the deck (without wildcards) of 52 cards, from which we form groups of 5 objects ("hands"). The proposed problems generated by the game can be solved with the four arithmetic operations. At the end of our experience, we discover changes in the schemes of the students, who start using multiplication meaning and an organization suitable for finding solutions. We notice that still errors appeared in the use of division, which were analyzed in order to offer the teacher / reader the understanding of the difficulties of the students.

A presente pesquisa foi desenvolvida para entender como ocorre o processo de ensino e aprendizagem da Combinatória, no caso particular dos problemas de contagem de agrupamentos de objetos, considerado difícil por professores e alunos; e para elaborar e experimentar uma proposta didática, com potencial para trazer algo novo ao processo. Com base na Teoria dos Campos Conceituais de Vergnaud, delineou-se os esquemas de um grupo de alunos do ensino médio: resolvem problemas de contagem direta, mas não resolvem os que exigem multiplicação e divisão. Com a análise de outros trabalhos correlatos, pode-se concluir que o ensino tem melhores chances de iniciar com a resolução de problemas, e não a partir de formulários e definições. Consequência deste estudo, foi organizada e posta em prática uma sequência didática que parte da vivência do “jogo de pôquer”. Entende-se o baralho (sem coringas) como um conjunto de 52 objetos, a partir do qual devemos formar agrupamentos de 5 objetos (“mãos”). Os problemas propostos gerados pelo jogo podem ser resolvidos com as quatro operações aritméticas. Ao final, constatou-se evolução nos esquemas dos alunos, que passaram a utilizar a multiplicação com significado e a utilizar uma organização gráfica adequada para as soluções. Mas ainda apareceram erros no uso da divisão, que foram analisados para poder-se oferecer ao professor/leitor, compreensão das dificuldades. / This research was conducted to understand how the teaching and learning of Combinatorics is, in the particular case of counting issues and groupings of objects, which is considered difficult by teachers and students. Also aims to develop and experience a didactic proposal, with the potential to bring something new to the process. Based on Vergnaud's theory of Conceptual Fields, it was outlined schemes of a group of high school students: they solve problems of direct counting, but do not solve problems that require multiplication and division. With the analysis of other related work, we can conclude that a better way of teaching would be starting with problem solving, and not from formulas and definitions. As a result of this study a teaching sequence that takes advantage of the experience of the poker game, was organized and implemented. It is understood the deck (without wildcards) of 52 cards, from which we form groups of 5 objects ("hands"). The proposed problems generated by the game can be solved with the four arithmetic operations. At the end of our experience, we discover changes in the schemes of the students, who start using multiplication meaning and an organization suitable for finding solutions. We notice that still errors appeared in the use of division, which were analyzed in order to offer the teacher / reader the understanding of the difficulties of the students.

A presente pesquisa foi desenvolvida para entender como ocorre o processo de ensino e aprendizagem da Combinatória, no caso particular dos problemas de contagem de agrupamentos de objetos, considerado difícil por professores e alunos; e para elaborar e experimentar uma proposta didática, com potencial para trazer algo novo ao processo. Com base na Teoria dos Campos Conceituais de Vergnaud, delineou-se os esquemas de um grupo de alunos do ensino médio: resolvem problemas de contagem direta, mas não resolvem os que exigem multiplicação e divisão. Com a análise de outros trabalhos correlatos, pode-se concluir que o ensino tem melhores chances de iniciar com a resolução de problemas, e não a partir de formulários e definições. Consequência deste estudo, foi organizada e posta em prática uma sequência didática que parte da vivência do “jogo de pôquer”. Entende-se o baralho (sem coringas) como um conjunto de 52 objetos, a partir do qual devemos formar agrupamentos de 5 objetos (“mãos”). Os problemas propostos gerados pelo jogo podem ser resolvidos com as quatro operações aritméticas. Ao final, constatou-se evolução nos esquemas dos alunos, que passaram a utilizar a multiplicação com significado e a utilizar uma organização gráfica adequada para as soluções. Mas ainda apareceram erros no uso da divisão, que foram analisados para poder-se oferecer ao professor/leitor, compreensão das dificuldades. / This research was conducted to understand how the teaching and learning of Combinatorics is, in the particular case of counting issues and groupings of objects, which is considered difficult by teachers and students. Also aims to develop and experience a didactic proposal, with the potential to bring something new to the process. Based on Vergnaud's theory of Conceptual Fields, it was outlined schemes of a group of high school students: they solve problems of direct counting, but do not solve problems that require multiplication and division. With the analysis of other related work, we can conclude that a better way of teaching would be starting with problem solving, and not from formulas and definitions. As a result of this study a teaching sequence that takes advantage of the experience of the poker game, was organized and implemented. It is understood the deck (without wildcards) of 52 cards, from which we form groups of 5 objects ("hands"). The proposed problems generated by the game can be solved with the four arithmetic operations. At the end of our experience, we discover changes in the schemes of the students, who start using multiplication meaning and an organization suitable for finding solutions. We notice that still errors appeared in the use of division, which were analyzed in order to offer the teacher / reader the understanding of the difficulties of the students.

Submitted by (lucia.rodrigues@ufrpe.br) on 2017-03-29T13:44:16Z No. of bitstreams: 1 Jose Roberto Amaral Nascimento.pdf: 665020 bytes, checksum: d41fa507657ee859a1411d9ec555cf80 (MD5) / Made available in DSpace on 2017-03-29T13:44:16Z (GMT). No. of bitstreams: 1 Jose Roberto Amaral Nascimento.pdf: 665020 bytes, checksum: d41fa507657ee859a1411d9ec555cf80 (MD5) Previous issue date: 2014-06-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper presents a different proposal of application of the main themes of Mathematics in Primary Education in Combinatorics and Probability ones, through the game of poker. With this proposal, our main goal is to use the analysis and the poker game practice as a teaching tool for these topics and Mathematical Expectation. Among the studied authors are included GADELHA, LAPLACE, VYGOTSKY, SKLANSKY, MORGADO, MAGALHÃES and LIMA. Thus, we investigated the structural poker, especially in Texas Hold’em mode, calculating some probabilities and analyzing some situations in which decision making can be guided by the concept of Mathematical Expectation. At the end, we present a pedagogical proposal in order to systematize and facilitate the approach of our subject. / Este trabalho apresenta uma proposta diferenciada de aplicação de uns dos principais temas da Matemática na Educação Básica, a Combinatória e a Probabilidade, através do jogo do poker. Com essa proposta, nosso objetivo geral é usar a análise e a prática do jogo do poker como ferramenta de ensino desses temas e da Esperança Matemática. Dentre os autores estudados, destacamos GADELHA[6], LAPLACE[22], VYGOTSKY[7], SKLANSKY[9], MORGADO[21], MAGALHÃES[20] e LIMA[24]. Para isso, fizemos uma averiguação estrutural do poker, em especial na modalidade Texas Hold’em, calculando algumas probabilidades e analisando algumas situações em que a tomada de decisão pode ser norteada pelo conceito da Esperança Matemática. Ao final, apresentamos uma proposta pedagógica no intuito de sistematizar e facilitar a abordagem do nosso tema.

For a long time there has been issues about time estimation in IT-projects. Despite the fact that we went from the traditional waterfall model to the agile methods, the challenges of time estimation has continued. The agile methods do not solve the problems. A technique that agile teams have chosen to apply in order to solve this problem is planning poker. The technique is based on a method that includes a number of steps for implementation. This study is conducted to investigate whether methods such as planning poker for time estimation provide agile team support to make safer time estimates in agile IT-projects. The study also investigates how the process of planning poker is applied in practice. The study is based on interviews and a literature study that has compiled in a result that has been analysed. The result shows that agile teams choose to modify the prescribed method of planning poker to streamline the process as they find that some steps in the prescribed method are unnecessary. This result differences from earlier research where praxis is that you follow all steps of the prescribed method. Further a number of challenges that comes at an adaptation of the technique are identified. The result also shows that planning poker creates better discussion and understanding of matters for the agile team.

This thesis investigates the use of Bayesian analysis upon an opponent¿s behaviour in order to determine the desired goals or strategy used by a given adversary. A terrain analysis approach utilising the A* algorithm is investigated, where a probability distribution between discrete behaviours of an opponent relative to a set of possible goals is generated. The Bayesian analysis of agent behaviour accurately determines the intended goal of an opponent agent, even when the opponent¿s actions are altered randomly. The environment of Poker is introduced and abstracted for ease of analysis. Bayes¿ theorem is used to generate an effective opponent model, categorizing behaviour according to its similarity with known styles of opponent. The accuracy of Bayes¿ rule yields a notable improvement in the performance of an agent once an opponent¿s style is understood. A hybrid of the Bayesian style predictor and a neuroevolutionary approach is shown to lead to effective dynamic play, in comparison to agents that do not use an opponent model. The use of recurrence in evolved networks is also shown to improve the performance and generalizability of an agent in a multiplayer environment. These strategies are then employed in the full-scale environment of Texas Hold¿em, where a betting round-based approach proves useful in determining and counteracting an opponent¿s play. It is shown that the use of opponent models, with the adaptive benefits of neuroevolution aid the performance of an agent, even when the behaviour of an opponent does not necessarily fit within the strict definitions of opponent ¿style¿. / Engineering and Physical Sciences Research Council (EPSRC)

Syftet med följande examensarbete är att undersöka teorier och få fram idéer om hur man kan bygga en bot som spelar poker. Ett viktigt ämne som studeras är artificiell intelligens och hur ett AI kan utvecklas hos en bot som ska ersätta en mänsklig pokerspelare spelandes i ett nätverk. Studien ger en inblick om spelregler för Texas Hold’em och går även in på teori om betydelsefull statistik, sannolikhet och odds. Resultatet av denna undersökning består av framtagna algoritmer som kan användas vid utveckling av en bot som spelar poker på ett bord med tio spelare. / The aim of the following thesis is to explore and develop ideas on how to build a bot that plays poker. An important topic that is studied is artificial intelligence and how an AI is implemented for a bot that replaces a human poker player playing in a network.The study provides insight of the playing rules for Texas Hold’em and theory of meaningful statistics, probability and odds will be used.The results of this study consist of algorithms that can be used in the development of a bot that plays poker on a table with ten players.