Orientador: Rosely Palermo Brenelli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T12:37:35Z (GMT). No. of bitstreams: 1 Alves_IronPedreira_M.pdf: 4291601 bytes, checksum: 1af16e5ff9747af0c492967f598885a2 (MD5) Previous issue date: 2006 / Resumo: Tendo como quadro de referência a teoria psicogenética de Jean Piaget, a presente pesquisa teve como objetivo avaliar a relação entre os níveis de construção dialética espaço-temporal desencadeados pelo ensino do jogo de xadrez e o desenvolvimento dos possíveis em escolares, além de confrontar cada um desses aspectos com a idade, o gênero e a série destes alunos. Participaram do estudo 30 crianças, escolhidas mediante sorteio, cursando a 2a, 3a e 4a séries do ensino fundamental, sendo dez de cada série, com idades variando em torno dos oito aos dez anos, de ambos os gêneros e que freqüentavam regularmente aulas de xadrez, uma vez por semana, com duração de 50 minutos cada aula. Os participantes foram avaliados por meio de uma prova de arranjos espaciais e eqüidistância e por uma partida de xadrez. Os resultados mostraram não haver relação estatisticamente significativa entre os níveis dialéticos e os níveis de possíveis, tendo sido significante apenas a relação entre os níveis dialéticos e o gênero, sendo que os meninos alcançaram níveis mais altos que as meninas. Ao final, discute-se a importância desses resultados para o ensino do xadrez escolar. / Abstract: Taking as its framework the psychogenetic theory of Jean Piaget, this research aimed at evaluating the relationship between the levels of space-time dialectical construction triggered by the teaching of chess and the development of possibles in students; moreover, it also aimed at correlating each of the aforementioned aspects studied with the age, the gender and the school level of the students. The research involved 30 subjects, chosen ramdomly from the 2nd, 3rd and 4th grades of a basic school in Brazil; there were 10 students from each grade, with ages varying between 8 to 10 years old, from both genders and who attended weekly classes of chess, with the duration of 50 minutes each class. The subjects were evaluated by means of a test of spatial arrangements and equidistance and by a match of chess. The analysis of the results indicates that there is no meaningful statistical correlation between the dialectic levels and the levels of possibles, and that the only meaningful relation obtained between dialectic levels and gender, once the boys had significantly higher levels of achievement than the girls. The work is concluded with a reflection on the importance of such findings to the teaching of school chess. / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

Please read the abstract in the section, 07resume of this document / Thesis (PhD)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted

A case study of the object-oriented development of two computer games using commercially available products was conducted. The games were constructed for use on Apple Macintosh computers using a C+ + like programming language and an accompanying object-oriented class library. Object-oriented techniques are compared with procedure oriented techniques, and benefits of object-oriented techniques for code reuse are introduced. The reuse of object-oriented code within a target domain of applications is discussed, with examples drawn from the reuse of specific functions between the two games. Other reuse topics encountered in the development effort which are discussed: reuse of operating system routines, reuse of code provided by an object-oriented class library, and reuse of code to provide functions needed for a graphical user interface. / Master of Science

Este trabalho teve como objetivo explorar as potencialidades da utilização do jogo de xadrez, como um recurso, no processo de ensino e aprendizagem de matemática em turmas do 6º ano do ensino fundamental. Nesse sentido, buscamos responder a seguinte questão: de que maneira o jogo de xadrez pode contribuir para o ensino de ideias, conceitos e conteúdos de matemática? A pesquisa foi realizada com duas turmas de 6º ano de uma escola da rede municipal de São Paulo. Como metodologia, tivemos como aspiração a pesquisa qualitativa do tipo etnográfico. Utilizamos a observação participante e a análise de atividades escritas dos alunos para a produção de um relato de experiência que descreveu e analisou as situações de ensino e aprendizagem. Durante as aulas regulares, elaboramos situações que possibilitaram o ensino de matemática utilizando o jogo de xadrez como um recurso. Trabalhamos as ideias matemáticas de: lateralidade, linguagem matemática, posição relativa entre retas, composição de figuras na malha quadriculada (tabuleiro), cálculo mental, raciocínio lógico, plano cartesiano, utilização de mapas e análise de possibilidades. Trabalhamos também importantes habilidades necessárias para a resolução de problemas de matemática, tais como: observar, argumentar, criar hipóteses, testar soluções e concluir. No contexto das aulas de matemática, avaliamos que o jogo de xadrez deve ser trabalhado tendo como referência a metodologia de resolução de problemas. Concluímos que o jogo de xadrez é um bom recurso para o processo de ensino-aprendizagem, pois possibilitou trabalhar ideias, conceitos e conteúdos de matemática, em um ambiente lúdico e interativo. Proporcionou também a elaboração de inúmeras situações-problemas, tornando, assim, a sala de aula um ambiente propício para se trabalhar uma matemática viva, criativa e desafiadora. / This study aimed to explore the potentials of using the game of chess as a resource in the teaching and learning of mathematics in 6th grade classes of elementary school. In this sense, we sought to answer the following question: in what way the game of chess can contribute to the teaching of ideas, concepts and math content? The survey was conducted with two groups of 6th grade of a municipal school in São Paulo. We used as a methodology a qualitative research with a ethnographic approach. During regular classes, we elaborated situations that enabled math learning using the game of chess as a resource. We used participant observation and analysis of written activities of students to produce an experience report that described and analysed the teaching and learning situations. We worked with the following mathematical ideas: laterality, mathematical language, relative position between lines, figures composition in checkered mesh (chessboard), mental arithmetic, logical reasoning, Cartesian plane, use of maps and analysis of possibilities. We also worked with some necessary skills for solving math problems, such as: observation, argumentation, creating of hypotheses, testing solutions and drawing conclusions. In the context of math classes, we concluded that the game of chess should be worked with problem-solving methodology as a reference. We concluded that the game of chess is a good resource for teaching and learning process, as it made it possible to work with ideas, concepts and mathematical content in a playful and interactive environment. It provided also the development of numerous situation-problems, thus making the classroom a breeding ground to work with living, creative and challenging mathematics.

An algorithm is presented for game-tree searching that is shown under fairly general but formally specifiable conditions to be more sparing of computational resource than classical alpha-beta minimax. The algorithm was programmed in POP-2 and compared experimentally with alpha-beta searching on randomly generated trees, and the results are presented. A machine for solving deep chess combinations was built from micro-electronic circuits. The general game-tree searching algorithm was embedded in the machine together with a chess-specific algorithm. The chess-specific algorithm and the hardware of the machine are described. The results of running the machine on selected chess positions are presented. Deficiencies in the performance of the machine are described and improvements suggested. The problem of generating human-oriented descriptions of combinatorial problems was considered using chess tactics as a domain. A system is described for finding causal motivations for moves in a chess game-tree. The chess machine was interfaced to a main-frame computer and programs were written which ran interactively with the chess machine to produce humanly understandable explanations of the combinations solved The system was tested on selected positions and the results presented. Deficiencies in the performance of the system are analysed and solutions suggested based on extensions of the underlying algorithm. Applicability of these methods is discussed to combinatorial problems encountered in industry and defence.

Este trabalho teve como objetivo explorar as potencialidades da utilização do jogo de xadrez, como um recurso, no processo de ensino e aprendizagem de matemática em turmas do 6º ano do ensino fundamental. Nesse sentido, buscamos responder a seguinte questão: de que maneira o jogo de xadrez pode contribuir para o ensino de ideias, conceitos e conteúdos de matemática? A pesquisa foi realizada com duas turmas de 6º ano de uma escola da rede municipal de São Paulo. Como metodologia, tivemos como aspiração a pesquisa qualitativa do tipo etnográfico. Utilizamos a observação participante e a análise de atividades escritas dos alunos para a produção de um relato de experiência que descreveu e analisou as situações de ensino e aprendizagem. Durante as aulas regulares, elaboramos situações que possibilitaram o ensino de matemática utilizando o jogo de xadrez como um recurso. Trabalhamos as ideias matemáticas de: lateralidade, linguagem matemática, posição relativa entre retas, composição de figuras na malha quadriculada (tabuleiro), cálculo mental, raciocínio lógico, plano cartesiano, utilização de mapas e análise de possibilidades. Trabalhamos também importantes habilidades necessárias para a resolução de problemas de matemática, tais como: observar, argumentar, criar hipóteses, testar soluções e concluir. No contexto das aulas de matemática, avaliamos que o jogo de xadrez deve ser trabalhado tendo como referência a metodologia de resolução de problemas. Concluímos que o jogo de xadrez é um bom recurso para o processo de ensino-aprendizagem, pois possibilitou trabalhar ideias, conceitos e conteúdos de matemática, em um ambiente lúdico e interativo. Proporcionou também a elaboração de inúmeras situações-problemas, tornando, assim, a sala de aula um ambiente propício para se trabalhar uma matemática viva, criativa e desafiadora. / This study aimed to explore the potentials of using the game of chess as a resource in the teaching and learning of mathematics in 6th grade classes of elementary school. In this sense, we sought to answer the following question: in what way the game of chess can contribute to the teaching of ideas, concepts and math content? The survey was conducted with two groups of 6th grade of a municipal school in São Paulo. We used as a methodology a qualitative research with a ethnographic approach. During regular classes, we elaborated situations that enabled math learning using the game of chess as a resource. We used participant observation and analysis of written activities of students to produce an experience report that described and analysed the teaching and learning situations. We worked with the following mathematical ideas: laterality, mathematical language, relative position between lines, figures composition in checkered mesh (chessboard), mental arithmetic, logical reasoning, Cartesian plane, use of maps and analysis of possibilities. We also worked with some necessary skills for solving math problems, such as: observation, argumentation, creating of hypotheses, testing solutions and drawing conclusions. In the context of math classes, we concluded that the game of chess should be worked with problem-solving methodology as a reference. We concluded that the game of chess is a good resource for teaching and learning process, as it made it possible to work with ideas, concepts and mathematical content in a playful and interactive environment. It provided also the development of numerous situation-problems, thus making the classroom a breeding ground to work with living, creative and challenging mathematics.

Thesis (M.A.)--York University, 2001. Graduate Programme in Music. / Typescript. Includes bibliographical references (leaves 115-122). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71642.

Combining three major facets of Alfonso's final and most personal work, this holistic study utilizes a philological approach involving codicology, hermeneutics, history of art, iconology, paleography, and philosophy. Like his Cantigas de Santa María, with its vast musical, poetic and artistic dimensions, the Book of Games is a largely unexplored multi-media treasure trove of knowledge about thirteenth-century games, art and symbolism as well as personal information about the Wise King himself. Chapter I explains the historical chess, dice, backgammon and mill games ands offers the first complete English translation of the Book. Descriptions and diagrams of all 144 games, including PowerPoint presentations of all 103 chess problems using a font specially designed to match the original manuscript exactly, are presented in an international format which brings these challenging and entertaining games to life. Chapter II surveys all 151 illuminations, exploring their cultural value and identifying portraits of Alfonso, his wife, his lover, his children, his friends and his sources. Alongside traditional medieval iconography, these may represent some of the earliest known likenesses in medieval portraiture and some of the first private, non-iconographic images of a Spanish king. Chapter III interprets the literal, allegorical, tropological and anagogical meanings of each game according to the Hermetic principle "As above, so below" as well as the numerological symbolism and didactic structure reflected in the book's Scholastic structure. Each game in the Libro de los juegos contains a clue "pora los entendudos e mayormientre pora aquellos que saben la Arte de Astronomia" (fol. 95r) for understanding the connection between astrology and human affairs. At the end of his ill-starred life Alfonso saw reflected in the microcosm of these games, the determinism inherent in the workings of the universe. By studying the patterns in these games, Alfonso hoped to discover how best to play the game of life using both his "seso," or skill, and his lucky number seven. The numerological and astrological significance of the numbers seven and twelve, present in the entire work's structure and especially the concluding games, relate the Book of Games to the Alfonsine legal, scientific and religious corpus.

1. Remiantis moksline literatūra darbe buvo išnagrinėti įvairių mokslininkų požiūriai apie šachmatų žaidimo įtaką vaikų kūrybinio mąstymo raidai, kurios tapo pagrindu iškelti šio darbo hipotezes. 2. Tyrime nustatyta, kad:  Per du metus jaunųjų šachmatininkų neverbalinio kūrybinio mąstymo: mąstymo gausumo (t = 3,652, p= 0,001) ir mąstymo originalumo (t =3,617 ; p =0,001) rodikliai (The Torrance Tests of Creative Thinking, TTCT) (1974) statistiškai reikšmingai padidėjo.  Kūrybinio mąstymo lankstumo (t = 1,261; p = 0,213) ir mąstymo detalumo (t = -2,076 ; p =0,053) rodikliai (The Torrance Tests of Creative Thinking, TTCT) (1974) išliko beveik tokie patys: skirtumai tarp 2005 metų ir 2007 metų re-testo rezultatų yra statistiškai nereikšmingi.  Skirtumas tarp 2005 metų ir 2007 metų re-testo bendrų neverbalinio kūrybinio mąstymo tyrimo rezultatų yra statistiškai nereikšmingas (t = 0,881 ; p = 0,382). Pirmoji ir antroji hipotezės apie jaunųjų šachmatininkų neverbalinio kūrybinio mąstymo vystymosi ypatumus pasitvirtino dalinai. 3. Siekiant ištirti jaunųjų šachmatininkų neverbalinio intelekto ir neverbalinio kūrybinio mąstymo sąsajų ypatumus rastas silpnas statistiškai nereikšmingas ryšys (r = 0,269 ; p = 0,052). Analizuojant atskirus kūrybinio mąstymo komponentus:  nustatytas teigiamas statistiškai reikšmingas ryšys tarp jaunųjų šachmatininkų neverbalinio intelekto ir neverbalinio kūrybinio mąstymo detalumo (r = 0,307 ; p = 0,025);  kiti neverbalinio kūrybinio mąstymo... [toliau žr. visą tekstą] / Creativity is multidimensional and still not completely understood by psychologists. Creative thinking is an important ability formed by some factors: flexibility, originality, fluency, elaboration. Through chess, pupils learn to invent creative solutions to problems. Chess can strengthen problem-solving skills, foster critical, creative, and original thinking, demonstrate the importance of flexible planning, concentration, and the consequences of decisions. The aim of the investigation was to analyze young chess player’s creative thinking in different age, their achievement. Torrance test of creative thinking (TTCT, 1974) was used as the main evaluation tool. The scoring was as follows:  Fluency by the number of interpretable, meaningful, and relevant responses to the stimulus,  Flexibility by the variety of categories of relevant responses,  Originality by responses which are unexpected, unusual, unique or statistically rare,  Elaboration by the addition of pertinent details. Fifty six children of chess school in Vilnius were investigated using this method. The main result showed that young chess player‘s creative thinking (Torrance test (TTCT, 1974)) is not significantly higher than 2 years ago. Correlation have been found between the TTCT and Raven in the construct of elaboration (r = 0,307; p = 0,025).

The purpose of this study was to find out whether there was a relationship between playing chess and learners' achievement at Mathematics. To investigate the relationship an ex post facto, quasi-experimental research design was used. Learners from two Senior Primary Schools in Kwazulu-Natal who had active school chess clubs were selected to participate in the study. The learners' average mathematics marks at entry year to their Senior Primary Schools were considered the pre-test data. These marks were compared to their mathematics marks at their current grade that was considered the post-test data. In addition a further analysis was done with a group of chess players and a carefully selected group of matched non-players using mathematics marks at entry year as the matching criteria. In all cases the treatment was considered to be the current active participation in chess. The data and background information about the groups was obtained from teachers' interviews, existing school records and a questionnaire that was completed by the participating learners. It was found that for the chess players (the test group) the improvement in the average mathematics mark at Grade 7 (post-test) compared to their entry year average mathematics mark (pre-test) was significantly higher than that of non-players. While the chess players' marks improved, the non-players marks (control group) declined. This finding was further supported by analysis of the matched pairs where the same trend was found. Statistical analysis using t-test found that the results were significant. Further detailed analysis of sub groups within the data revealed that current chess players who were below grade average at Grade 4 had improved their mathematical achievement by even more compared to their matched non-players, at Grades 5, 6, and 7. This points to a possible positive causal effect between chess and mathematics achievement for below average achievers. When the amount of exposure to chess was investigated, no correlation was found between the amount of chess played (frequency and length of time) and the level of improvement in mathematical achievement. However, playing chess for a period longer than six months, did positively affect the mathematical achievement of Grade 7 active chess players and the mathematical achievement of the weaker learners at all Grades for which data was collected in the study. This study implies that the incorporation of chess into school activity and further encouragement for all learners to play the game should be seriously considered by the education authorities since it is likely to result in the overall improvement of the mathematical achievements especially in the higher grade of the Senior Primary School. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.