O objetivo deste estudo é instigar reflexões acerca do processo de ensino e aprendizagem, o que muitas vezes serve como instrumento de exclusão. Portanto, é preciso ter uma discussão ampla e aberta de todos os envolvidos neste processo, levantando problemáticas que possam subsidiar a construção de alternativas quanto ao ensino e à aprendizagem da Matemática nos dias atuais. Para tanto, utilizou-se como metodologia a pesquisa bibliográfica e a aplicação de questionários. Portanto, fica evidente que urge uma mudança na imagem da Matemática, não só com vistas a como o aluno a vê, mas como ela é interpretada pelos professores. Há de se repensar o seu processo de ensino, ainda bastante pautado em metodologias arcaicas que visam alimentar o sistema neoliberal vigente. / The aim of this study is to instigate reflections about the teaching and learning process, which often serves as an instrument of exclusion. Therefore, its necessary to build a large discussion of all involved in this process, raising issues that can subsidize the construction of alternatives for teaching and learning mathematics today. In order to develop this purpose, a literature search methodology and questionnaires were used. So, it is clear that an urgent change in the image of mathematics is needed, not only in the way students see it, but how it is interpreted by teachers. One has to rethink its teaching process, still ruled by very archaic methodologies that aim to support the current neoliberal system.

Este estudo trata de uma discussão teórica e empírica, no campo da didática e prática do ensino: teórica, na medida em que põe em cena determinados autores do teatro e da educação (Edgard Morin, Zygmunt Bauman, Paulo Freire, Bertolt Brecht, Jean-François Lyotard, Pierre Levy, Michael Foucault, Stuart Hall) com destaque para determinados conceitos que mais se aproximam de uma discussão específica do momento histórico pelo qual passamos atualmente, caracterizado por mudanças sensíveis, velozes e, por vezes, desordenadas. Empírica porque: a) parte dos resultados obtidos por meio da observação da dinâmica em uma escola pública; b) desenvolveu atividades que tiveram como objetivo discutir a possibilidade do teatro - mais especificamente os jogos teatrais; c) concentrou-se nas peças didáticas (lehrstück) de Bertolt Brecht; d) trabalho do teatro contemporâneo - como elemento colaborador na construção de uma escola democrática, nesse caso a EMEF Desembargador Amorim Lima, no bairro do Butantã, São Paulo. Utilizando-me da produção de, principalmente, Bertolt Brecht e Viola Spolin, tratei mais diretamente da incorporação da prática metodológica de alguns pensadores do teatro no âmbito escolar e não da incorporação da teatralização de conteúdos programáticos ou da encenação de peças teatrais. O objetivo foi a utilização da concepção que tais autores possuíam para teatro em um universo escolar e, mais do que isso, a incorporação dessas propostas metodológicas como capazes de elucidar e ampliar a compreensão do conceito de escola democrática pelos alunos e as práticas aí implicadas, realizando um deslocamento da produção do teatro para os fins da educação. Assim, buscou-se proporcionar uma maior compreensão e aceitação do projeto e exercício de democracia nas escolas. Conjuntamente o projeto busca discutir o conceito de escola democrática ou libertária, no qual os educandos são respeitados em suas escolhas para que possam desenvolver essa capacidade no seu próprio ritmo, sendo respeitados em seus interesses; busca quebrar as barreiras das obrigações compulsórias que normalmente se observa em grande parte das escolas (públicas ou privadas); estimular a participação em assembléias escolares (com direito a voto); construir a definição de regras claras (estipuladas em assembléias). Dentre as propostas em construção na EMEF Desembargador Amorim Lima, a do projeto de teatro, com as características apresentadas, foi capaz de dar significado mais amplo ao projeto de uma escola democrática, propiciando ao aluno o entendimento e a participação efetiva nesse modelo escolar. / The present study aims a discussion within didactical and teaching practice fields, both theoretically and empirically. Its theoretical aspects are laid on the fact that it singles out some playwriters and educators (Edgard Morin, Zygmunt Bauman, Paulo Freire, Bertold Brecht, Jean-François Lyotard, Pierre Levy, Michel Foucault, Stuart Hall) who place emphasys upon certain concepts which contributes to understand the current historical moment, characterized by deep, randomic and swift changes. It is also empirical, having on its base: a) part of results obtained by observing the dynamics inside a public school; b) developed activities that had purpose of discussing the feasibility of learning plays; c) focused in the Bertold Brecht?s didatic dramas and d) worked with a contemporary theather, all considered as a means of colaborating for the construction of a democratic school EMEF Desembargador Amorin Lima located in the district of Butantã, São Paulo. Employing mainly the ideas of Bertold Brecht and Viola Spolin, the incorporation of the methodological pratice of some researchers of the theater inside the educational field has been analysed, instead of the acting of school subjects or plays. The objective was not only the application of the concepts of such authors to the theater inside the school environment, but also to incorporate those methodological proposals in order to elucidate and broaden the concept of democratic school by the students, moving the theatrical production towards educacional purposes. Therefore, it has been sought to provide a better understanding and a larger acceptance of the project and the practice of democracy in schools. At the same time, the project aims to discussing the concept of democratic school, in which students have their decisions and interests respected so that they are able to develop such aptitudes at their own pace. It also attempts to eliminate the obstacles ? so common in both public and private schools estimulating the participation in school assemblies, by voting and setting rules. The theatrical project proposal, as presented above, was, among others under development at EMEF Desembargador Amorin Lima, able to provide a more extensive meaning to the project of a democratic school, offering to the students a more effective comprehension and participation in this type of school.

O presente trabalho tem, como foco principal, o estudo de brinquedos e sua influência no processo de aprendizagem das crianças em idade pré-escolar. Para discorrer sobre o processo de desenvolvimento infantil, reportou-se aos conceitos de Jean Piaget que retrata sua teoria em etapas subseqüentes de desenvolvimento. Levou-se em consideração, também, os aspectos que caracterizam o brinquedo e as diferentes maneiras que ele interage com a criança. Como estudo de caso, foi realizado um levantamento dos brinquedos existentes em três escolas de educação infantil, com o objetivo de verificar se eles atendiam as principais necessidades de cada faixa etária das crianças matriculadas. Esse estudo foi feito por meio de entrevista com a coordenação e professoras, e, ainda, através de registros fotográficos dos diferentes modelos de brinquedos disponíveis em cada sala de aula. Os resultados obtidos valeram de um rico material de análise e discussão que ao final do trabalho permitiram algumas reflexões e sugestões sobre as diferentes possibilidades que o brinquedo proporciona em cada etapa do desenvolvimento da criança. Aqui não se pretende esgotar todos os assuntos sobre o uso do brinquedo, e sim contribuir com questões importantes, não só do ponto de vista de quem promove a atividade com brinquedo, mas, sobretudo, para aquele que pretende criar e desenvolver brinquedos. / This is a study about toys and its influence on the learning process of pre-school children. To talk over the child development process, it was used Jean Piaget?s concepts as delineated in his sequential developing phases. It was considered, also, the aspects that characterize the toy and its many ways to interact with the child. As a case study, it was made a toy gathering on three grade schools, aiming to check if they answer its main requirements of each age group of the enrolled children. This study was done by interviewing teachers and principals and making a photographic register of the different toys available on each classroom. The outcome were an exquisite analysis and discussion material that allowed some reflections and suggestions over different possibilities that the toy may offer for each step on child developing. It is not intended to cover every discussion over toy uses, but to contribute with value questions, not only under the perspective from whom promotes playing activities, but, over all, for whom creates and develops new toys.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2010. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-24T16:57:57Z No. of bitstreams: 1 (RE)SIGNIFICANDO APRENDIZAGENS MATEMÁTICAS.pdf: 8003659 bytes, checksum: 2d30d8195d527d1394393a2257a4876e (MD5) / Approved for entry into archive by Gabriela Silva da Rosa(gabrielasilvadarosa@gmail.com) on 2013-07-01T22:28:42Z (GMT) No. of bitstreams: 1 (RE)SIGNIFICANDO APRENDIZAGENS MATEMÁTICAS.pdf: 8003659 bytes, checksum: 2d30d8195d527d1394393a2257a4876e (MD5) / Made available in DSpace on 2013-07-01T22:28:42Z (GMT). No. of bitstreams: 1 (RE)SIGNIFICANDO APRENDIZAGENS MATEMÁTICAS.pdf: 8003659 bytes, checksum: 2d30d8195d527d1394393a2257a4876e (MD5) Previous issue date: 2010 / Este trabalho está voltado às aprendizagens Matemáticas de um grupo de professoras dos anos iniciais que, mesmo atuando em uma escola onde a equipe, em geral, tem como objetivo a formação integral do aluno e, com a metodologia de ensino utilizada para atingir este, estavam insatisfeitas com o trabalho que realizavam, em relação ao ensinar e aprender da Matemática. As professoras foram desafiadas a (re)significar conceitos iniciais e importantes, como o da construção do número. Assim, foram realizadas oficinas pedagógicas, permeadas por discussões e reflexões, as quais mostravam as lacunas de aprendizagens do grupo e serviam de subsídio para a escolha das bases teóricas e do cronograma de atividades para a próxima oficina, que versava sobre temáticas diferentes. A intenção era desmistificar a concepção equivocada da Matemática por meio de sua história, da problematização dos significados e da (re)construção dos conceitos implícitos nas atividades, uma vez, que para qualquer metodologia de ensino ser eficaz, é necessário a compreensão dos conceitos. Entendendo o aprendizado como um processo contínuo de transformação do comportamento, durante as oficinas, buscava-se aprender, ensinar e intervir juntos. As ideologias eram discutidas abertamente, pois todo sujeito é subjuntivo e a produção de conhecimento fomentado pela participação torna o trabalho mais complexo e desafiador. Através de filmagens, fotografias, registros individuais em cadernos e o diário da pesquisadora, foi realizada uma análise do trabalho desenvolvido. Percebeu-se que, quando o educador reconhece que não fez o vínculo conceitual que gera aprendizagens, sente-se inseguro no momento em que precisa lançar mão de tais conceitos para o ensino. Foi possível observar que, num movimento de açãoreflexão-ação, as professoras foram desconstruindo teorias, procedimentos e, ao (re)construí-los, foram atualizando novos conhecimentos, valores, ideais, constituindo uma formação sempre em construção, que requer uma contínua reflexão. O estudo possibilitou a configuração de uma rede de conversação aprendente, na qual não existe mais espaço para acomodações ou mesmices em sala de aula. Formou-se um coletivo inteligente, que se responsabiliza pela formação e prática docente com autoria e autonomia. / This work is focused on mathematics learning of a group of teachers from elementary school who although working in a school where the team in general, aimed at the integral formation of students together with suitable teaching methodology were dissatisfied with their performance related to teaching and learning of mathematics. The teachers were challenged to (re) mean initial and important concepts, such as the construction of the number. Thus, teaching workshops were carried out, permeated by discussions and reflections, which showed some learning gaps from the group and served as a subsidy for the choice of theoretical basis and schedule of activities for the next workshop. The intention was to stop mystifying the misconception of mathematics through its history, through questioning the meanings and through the (re)construction of concepts implicit in the activities, once that for any teaching methodology to be effective, it is necessary to understand the concepts. Understanding learning as a continuous process of behavior transformation workshops were opportunities to learn, teach and act together. Ideologies were discussed openly, because every subject is subjunctive and the production of knowledge fostered by participation makes the work more complex and challenging. Gagh filming, photographs, individual records in the notebooks and through the researcher diary, making it possible to realize that when the teacher acknowledges he has not reached the conceptual link that generates learning, he feels insecure at the moment he needs to use such concepts for teaching. It was possible to understand that in a movement of action-reflexion-action, the teachers deconstructed theories, procedures, and when they (re) built them, they updated new knowledge, values, ideals, constituting a formation always under construction, which requires a continuous reflection. The study enabled the configuration of a learning chat network activity, in which there is not more space for accommodation or for a boring routine in the classroom. Formed with people who have responsibility for the training and teaching practice with authorship and autonomy.

Context. Smartphones contain advanced sensors called microelectromechanical systems(MEMS). By connecting a smartphone to a computer these sensors can be used to test new interaction techniques for games. Objective. This study aims to investigate an interaction technique implemented with a gyroscope that utilises the leaning of a user’s torso and compare it in terms of precision and enjoyment to using a joystick. Method. The custom interaction technique was implemented by using the gyroscope of a Samsung Galaxy s6 Edge and attaching it to to the torso of the user. The joystick technique was implementation by using the left joystick of an Xbox One controller. A user study was conducted and 19 people participated by playing a custom-made obstacle course game that tested the precision of the interaction techniques. After testing each technique participants took part in a survey consisting of questions regarding their enjoyment using the technique. Result. The results showed that the leaning technique was not as precise as the joystick implementation. The participants found the learning technique to be more fun to use and also more immersive compared to the joystick implementation. The leaning technique was however also more uncomfortable and difficult to use, and players felt less competent in their ability to control the player character with it. Conclusion. The performance difference might have been due to the lack of familiarity with the leaning technique compared to the joystick implementation. The leaning technique was more difficult to use and more uncomfortable than the joystick method. However, the leaning technique was also more fun to use and more immersive. This offers up the opportunity to keep exploring possibilities with this technique.

M. Tech. (Department of Information and Communication Technology, Faculty of Applied and Computer Technology) Vaal University of Technology. / The speedy growth of Internet based information and communication tools produced a new field of prospects for educational organizations to reach their aims. One of the options is crowdsourcing. Crowdsourcing was recently the answer to the growth for providing different applications in areas such as education, financing, and entrepreneurship. South African schools are considerably failing in education. A big challenge is when it comes to the mathematics delivery method which ends up affecting the learners’ performance. When compared to other middle income nations, South Africa is ranked third from the bottom in terms of its performance when it comes to mathematics. This study designed a conceptual crowdsourcing tutoring framework. The framework defines the use of how crowdsourcing can contribute to tutoring grade 11 and 12 mathematics in order to improve the learners’ performance. A prototype was developed to illustrate the crowdsourcing tutoring framework. The simpleKmeans algorithm was used in the prototype. The algorithm was used to select learners, tutors and appropriate textbooks for the virtual class. The prototype system proved to be effective as it was able to cluster students according to their performance and tutors according to their student pass rate. Through the usage of a clustering simpleKmeans algorithm, this study was able to create a virtual class that illustrated how all the components come together for the proposed crowdsourcing tutoring virtual class. The use of the prototype system was able to fill the virtual class with students who obtained low average marks and educators with the pupils who had the highest pass rate. This study was able to build a virtual class with the following components: learners, tutors and textbooks. Objectives and research questions of this study were fulfilled. In future studies the researcher will endeavor to make the system recommend textbooks without using the textbooks used by the teachers who produced the best results.

<p> Direct policy search (DPS) has been shown to be an efficient method for identifying optimal rules (i.e., policies) for adapting a system in response to changing conditions. This dissertation describes three major advances in the usage of DPS for long-range infrastructure planning, using a specific application domain of flood risk management. We first introduce a new adaptive way to incorporate learning into DPS. The standard approach identifies policies by optimizing their average performance over a large ensemble of future states of the world (SOW). Our approach exploits information gained over time, regarding what kind of SOW is being experienced, to further improve performance via adaptive meta-policies defining how control of the system should switch between policies identified by a standard DPS approach (but trained on different SOWs). We outline the general method and illustrate it using a case study of optimal dike heightening extending the work of Garner and Keller (2018). The meta-policies identified by the adaptive algorithm show Pareto-dominance in two objectives over the standard DPS, with an overall 68% improvement in hypervolume. We also see the improved performance over three grouped SOWs based on future extreme water levels, with the hypervolume improvements of 90%, 46%, and 35% for low, medium, and high water level SOWs respectively. Additionally, we evaluate the degree of improvement achieved by different ways of implementing the algorithm (i.e., different hyperparameter values). This provides guidance for decision makers with different degrees of risk aversion, and computational budgets. </p> <p>Due to simplifying assumptions and limitations of the adaptive DPS model used in the chapter, such as uniform levee design heights, the Surge and Waves Model for Protection Systems (SWaMPS) is presented as a more realistic application of the DPS framework. SWaMPS is a process-based model of surge-based flood risk. This chapter marks the first implementation of DPS using a realistic process-based risk model. The physical process of storm surge and rainfall is simulated independently over multiple reaches, and different frequencies are explored to manage the production system in SWaMPS. The performance of the DPS algorithm is evaluated versus a static intertemporal optimization.</p> <p>The computational burden of evaluating the large ensemble of SOWs to include possible future events in DPS motivates us to apply scenario reduction methods to select representative scenarios that more efficiently span an uncertain parameter space. This allows us to reduce the runtime of the optimization process. We explore a range of data-mining tools, including principal component analysis (PCA) and clustering to reduce the scenarios. We compare the computational efficiency and quality of policies to this optimization problem with reduced ensembles of SOWs.</p>

The transition to at-home learning during the COVID-19 lockdowns across Canada was challenging for many students, particularly those with special education needs (SEN). Parents faced various challenges and adopted multiple roles in supporting their children with SEN. While research exploring the experiences of families of children with SEN during COVID has begun to emerge, much is unknown about the involvement of parents during school closures. The current study analyzes interviews with 14 Canadian parents of children with SEN, exploring their experiences with virtual learning. The study is framed by the Hoover-Dempsey and Sandler model of Parent Involvement, which theorizes the 'why' of parent involvement beginning with motivational and life context variables and moving to higher levels such as student self-efficacy and, ultimately, to student achievement. Specifically, in this study, I explored a) how parents of children with special education needs viewed and enacted their role in at-home learning during the first COVID-19 lockdown, b) how parents' beliefs about learning were reflected in the ways in which they were involved in their children's at-home learning, and c) how, if at all, did parents' beliefs about their child's learning shift throughout the COVID-19 lockdown? Thematic analyses of the interview data identified three main themes: a) Common Involvement Actions: What Do We Need to Do to Make This Happen? b) Factors and Contexts That Influence Involvement and c) How Involvement Actions and Experience Influence Learning Beliefs. Many similarities are noted between the current findings and those emerging studies exploring parent experiences in various countries during the first COVID-19 school closures. Several unique aspects also emerge, particularly the learning-specific beliefs of parents concerning at-home learning. Results are considered in relation to the Hoover-Dempsey and Sandler model, which was relevant in many respects but limiting in its linear, hierarchical progression. A more cyclical, ongoing and dynamic relationship between parent and contextual variables is suggested.

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A structure comprised of two arches that lean against each other at the apex is considered. The arches are thin shells with internal pressure. This type of structure with solid arches has been used in bridges, such as the Gateway Arch Bridge in Columbus, Indiana, U.S.A., the Monongahela River Bridge in Pittsburgh, Pennsylvania, U.S.A., and a pedestrian bridge at the Pacific Tower in Paris, France. A series of leaning arches was incorporated in the frame of the Museum of the Moving Image, a temporary structure in London, England, during 1992-1994. Pressurized arch-shells made of a flexible material have been utilized as part of the framework for some transportable tent-like structures. The behavior of a pair of pressurized leaning arch-shells with various tilt angles, boundary conditions, and loads is investigated numerically. Several types of loads are considered, including uniformly-distributed vertical loads applied over all or half of the structure (representing snow), and wind loads on the structure. The arches are pinned or fixed to the ground. Deflections, vibrations, and stability of the structures are investigated using the finite element method. The effect of the tilt angle on the response is examined, and buckling may occur for some tilt angles under vertical loading. This type of structure has not been used widely, but may be effective for various applications. / Master of Science