Made available in DSpace on 2017-07-21T20:56:32Z (GMT). No. of bitstreams: 1 Rodrigo Duda.pdf: 3245133 bytes, checksum: 15c17194349c83759b9a18c4b36749a0 (MD5) Previous issue date: 2014-02-24 / This paper has as its goal to propose a new alternative approach to the progressions and financial math teaching, with the incorporation of technological resources. Financial math is a theme of great relevance, since it is a field of direct application of various mathematical concepts studied throughout school education. One of the concepts that used is the study of geometric and arithmetic progressions. In order to study those, an approach based on recurrence relations is proposed. Due to the relevance of financial math in the student’s school formation, it is analyzed the ways the frequencies in which the theme is addressed in the High School National Exam and in the selection processes of the Ponta Grossa State University. With the goal of stimulating the algebraic manipulation and understanding of the financial math formulas variables, it is proposed the incorporation of the technological resources, in particular, of electronic spreadsheets, in classes about the theme. Through the tool, it is proposed the viability of financial math simulators in the classroom, seeking the diversification of activities. It is also contemplated the development of an app that operates under the Android Platform, seeking portability and sharing of the simulators that can be built in the classroom. / Este trabalho tem por objetivo propor uma abordagem alternativa para o ensino de progressões e matemática financeira, com a incorporação de recursos tecnológicos. A matemática financeira é um tema de grande relevância, uma vez que é um campo de aplicação direta de vários conceitos matemáticos estudados ao longo da educação escolar. Um dos conceitos utilizados é o estudo de progressões aritméticas e geométricas. Para o estudo destes, propomos a abordagem por meio da resolução de relações de recorrência. Devido à relevância da matemática financeira na formação escolar do aluno, analisamos as diferentes formas e frequência com que a temática é abordada no Exame Nacional do Ensino Médio e nos processos seletivos da Universidade Estadual de Ponta Grossa. Com o objetivo de estimular a manipulação algébrica e a compreensão das variáveis das fórmulas de matemática financeira, propomos a incorporação de recursos tecnológicos, em particular, das planilhas eletrônicas, nas aulas sobre o tema. Por meio dessa ferramenta, propomos a viabilização da construção de simuladores de matemática financeira em sala de aula, visando a diversificação das atividades. Contemplamos também a elaboração de um aplicativo para dispositivos móveis que operam com a plataforma Android, visando a portabilidade e compartilhamento dos simuladores que podem ser construídos em sala de aula.

Submitted by ANA KARLA PEREIRA RODRIGUES (anakarla_@hotmail.com) on 2017-09-08T13:29:12Z No. of bitstreams: 1 arquivototal.pdf: 8624212 bytes, checksum: 8123f6eb13506d5865b46a957bfa1ae6 (MD5) / Approved for entry into archive by ANA KARLA PEREIRA RODRIGUES (anakarla_@hotmail.com) on 2017-09-08T13:51:23Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 8624212 bytes, checksum: 8123f6eb13506d5865b46a957bfa1ae6 (MD5) / Made available in DSpace on 2017-09-08T13:51:23Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 8624212 bytes, checksum: 8123f6eb13506d5865b46a957bfa1ae6 (MD5) Previous issue date: 2016-07-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The use of technologies as teaching tool is a reality experienced by a significant portion of the student body in Brazil. However, there is still considerable demand for educational projects involving the teaching of mathematics with the technologies offered by computer programs. This work will address - through the Delta Project the usage of electronic spreadsheets as a tool for analysis and resolution of func- tional and polynomial equations, establishing links between the mathematical and computational knowledge. / A utilização das tecnologias como ferramentas didaticas ja é uma realidade vivida por uma parte significativa do alunado no Brasil. No entanto, o ritmo vertiginoso do avanço dessas tecnologias não é acompanhado pela devida adaptação e aplicação a realidade das escolas e, sobretudo, a realidade dos alunos. Diante deste descom- passo faz-se necessário ampliar as ofertas de trabalhos acadêmicos que utilizem as tecnologias oferecidas na forma de aplicativos, softwares ou programas específicos da area de educação, para auxiliar o professor na difícil tarefa de ensinar a matema- tica. Essa dissertação pretende contribuir exatamente nesse sentido. Através de um projeto didatico aplicado em sala de aula - o Projeto Delta - que tem como prin- cipal objetivo ampliar e aprofundar os conceitos de função quadratica, resolução de equações polinomiais, divisão de polinômios e cálculo de áreas e volumes de sólidos geométricos utilizando para tanto a planilha eletrônica como ferramenta didática e link entre os saberes das áreas de matemática e programação. Por meio de exemplos práticos da utilização da planilha eletrônica na criação de programas pelos alunos que participaram do Projeto Delta, e da devida fundamentação teórica, esse tra- balho acadêmico pretende mostrar que no processo de criar programas na planilha eletrônica para auxiliar a resolução de problemas matemáticos o aluno tem como subproduto positivo um aprofundamento do entendimento desses saberes matema- ticos e, mais ainda, uma postura analítica e protagonista diante dos conhecimentos dessa matéria em oposição a postura passiva e pouco reflexiva que, infelizmente, ainda é assumida por grande parte dos nossos alunos.

Orientador: André Santanchè / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-21T20:20:46Z (GMT). No. of bitstreams: 1 Bernardo_IvelizeRocha_M.pdf: 1642753 bytes, checksum: 79818a62ab275ff01db056b803beb9b6 (MD5) Previous issue date: 2012 / Resumo: A flexibilidade proporcionada por planilhas eletrônicas possibilita sua customização seguindo modelos mentais de seus autores e as tornam sistemas populares de gerenciamento de dados. Gradativamente tem crescido a necessidade de se integrar e articular dados de diferentes planilhas e, para que máquinas possam auxiliar neste processo, o desafio é como interpretar automaticamente o seu esquema implícito, que é dirigido à interpretação humana. Alguns trabalhos propõem o mapeamento do conteúdo das planilhas para padrões abertos de interoperabilidade, principalmente aqueles da Web Semântica. A principal limitação destes trabalhos consiste no pressuposto de que é possível reconhecer e explicitar os esquemas e a semântica das planilhas automaticamente, independentemente do seu domínio. Este trabalho se diferencia por considerar o contexto e o domínio em que foram concebidas as planilhas essenciais para se traçar o conjunto de práticas compartilhadas pela comunidade em questão, que estabelece padrões de construção a serem reconhecidos automaticamente por nosso sistema, em um processo de extração de dados e explicitação de esquemas. Nossa proposta envolve uma estratégia para caracterização de padrões de construção associados a modelos conceituais de autores na construção de planilhas, que é resultado de uma ampla pesquisa de práticas compartilhadas por autores de planilhas no domínio de uso da Biologia. Neste documento apresentamos o resultado de um experimento prático envolvendo tal sistema, no qual integramos os dados de centenas de planilhas eletrônicas disponíveis na Web. Tal integração foi possível pela capacidade única de nossa abordagem de reconhecer a natureza da planilha analisada dentro de seu contexto de criação / Abstract: The flexibility provided by spreadsheets allows their customization following mental models of their authors and makes them popular data management systems. Gradually there is a growing need of integrating and join data from different spreadsheets and, to enable machines assistance in this process, the challenge is how to automatically interpret their implicit schema, which is addressed to human interpretation. In this sense, some related works propose mapping spreadsheets contents to open interoperability standards, mainly Semantic Web standards. The main limitation of such proposals is the assumption that it is possible to recognize and make explicit the schema and the semantics of spreadsheets automatically apart from their domain. This work differs by assuming the essential role of the context and the domain in which the spreadsheet was conceived to delineate shared practices of the community, which establishes building patterns to be automatically recognized by our system, in data extraction process and schema recognition. Our proposal involves a strategy to characterize building patterns related to conceptual models of authors in spreadsheets building process, which results from an extensive research of practices shared among authors of spreadsheets in the Biology usage domain. In this document we present a result of a practical experiment involving such a system, in which we integrated data from hundreds of spreadsheets available on the Web. This integration was possible due to a unique ability of our approach of recognizing the spreadsheet nature analyzed inside its creation context / Mestrado / Ciência da Computação / Mestra em Ciência da Computação

Orientador: Prof. Dr. Antonio Cândido Faleiros / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2014. / O objetivo deste trabalho é associar o estudo da matemática financeira com os conteúdos matemáticos que a embasam, tais como funções e sequências numéricas, em especial as progressões geométricas, ressaltando que a relação desses conteúdos articulados com situações reais do cotidiano muito contribui para que a matemática financeira seja um elemento de motivação para o ensino da Matemática, e que essa motivação possa ser desenvolvida ao longo do ensino médio. Nossa proposta é uma abordagem conceitual e prática para o tema, levando em conta os princípios básicos da matemática financeira: fatores de correção e deslocamento de quantias ao longo do tempo. Utilizamos aqui métodos de cálculo algébrico nas resoluções de problemas financeiros com destaque para os logaritmos e o método iterativo. Também utilizamos ferramentas tecnológicas como as planilhas eletrônicas e a calculadora financeira HP 12C, enfatizando a possibilidade do trabalho com vários tipos de resoluções de modo que uma justifica e confirma a necessidade de conhecimento da outra. A articulação de conteúdos matemáticos, a contextualização do tema, bem como a utilização de recursos tecnológicos no ensino da matemática financeira são fatores de relevante importância no ensino da matemática. Espera-se que este trabalho possa ser útil aos professores interessados em desenvolver o tema com seus alunos. Pensamos que a aprendizagem da matemática financeira não pode ser tratada sem a devida conceituação e contextualização ou deixada de lado, pois o estudante que possui conhecimentos financeiros poderá ser, no futuro, um consumidor mais prudente e um cidadão com vida financeira estável / The aim of this work is to associate the study of financial mathematics to the mathematical content that lies behind it such as functions and numerical sequences, in particular the geometric progressions, stressing that the relationship of these articulated content with real-world situations greatly contributes to turn financial mathematics in an element of motivation for the teaching of mathematics, and that this motivation can be developed throughout high school. Our proposal is to approach the subject both in a conceptual and practical way, taking into account the basic principles of financial mathematics: factors of correction and flow of amounts over time. We have used methods of algebraic calculation in resolutions of financial problems especially the logarithms and the iterative method. We also use technological tools such as spreadsheets and the HP 12C Financial Calculator, emphasizing the possibility of working with various resolution methods so that the use of one justifies and confirms the need for knowledge of the other. The articulation of mathematical content, the context of the subject and the use of technological resources in teaching financial mathematics are factors of great importance in the mathematics education. It is hoped that this work can be useful to teachers interested in developing the topic with their students. We believe that the learning of financial mathematics should not be treated without proper conceptualization and contextualization or put aside, because the student who has financial expertise may be, in the future, a more cautious consumer and a citizen with a more stable financial life.

Thesis (PhD)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners. The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of understanding of concepts involved, where the spreadsheets meet the algebra. Personal challenges related to learners’ attitude and behavior towards use of spreadsheets for algebra teaching and learning. While school authorities could address some of the challenges, it was found that both the teacher and learners could initiate strategies that could be used to overcome the instruction-based challenges. Teaching strategies such as “technical-demo”, “explain-the-screen”, “discuss-the–screen”, “link-screen-board” and “spot-and-show” (building on learners’ responses), and the general organization of classroom environment were helpful in orchestrating algebra learning within the spreadsheets. It was also found that use of spreadsheets had both cognitive and affective values for the learners. Even though use of spreadsheets may benefit both teachers and learners in algebra teaching and learning, implementation of the practice would require critical considerations in terms of teacher preparation and infra-structural improvements in the schools. / AFRIKAANSE OPSOMMING: Die onderrig en leer van algebra in die middelbare skoolgrade in Lesotho word oorheers deur die meganiese benadering waarvolgens leerders gedril word in prosedures om oplossings vir sekere tipe algebraprobleme te vind en die ervaring wat leerders in rekenkunde opgedoen het, nie daarmee in verband gebring word nie. Dit is een van die oorsake waarom leerders met wiskunde sukkel. Navorsing toon dat die gebruik van sigblaaie soos Excel moontlik die gaping tussen rekenkunde en algebra kan oorbrug, en dat die onderrig en leer van algebra daardeur kan verbeter, wat dit sinvol vir leerders sal maak. Die studie was daarop gemik om ’n antwoord op die volgende vraag te vind: Hoe ervaar graad 9-leerders in Lesotho die onderrig en leer van algebra deur middel van Excel-sigblaaie? Die navorsing het met ’n literatuuroorsig begin en is deur ’n empiriese studie opgevolg. Die teorieë instrumentele genese en instrumentele orkestrasie is uitgewys as die raamwerk vir die ondersoek. Instrumentele genese is die proses waarvolgens leerders bedrewenheid in die produk ontwikkel namate hulle dit gebruik om lesdoelstellings te bereik; tegniese (konseptuele, meganiese) en persoonlike (ingesteldheid, gedrag en voorkeurleerstyle) aspekte van leerders se ervarings is geïdentifiseer. Instrumentele orkestrasie is die stuur van leerders se instrumentele genese deur die onderwyser; en die wyse waarop hierdie proses uitgevoer word, hang van die onderwyser se Tegnologiese Pedagogiese Inhoudskennis (TPCK) af. Die navorsing het ’n meervoudige gevallestudie gebruik en ’n gemengde metodebenadering is gevolg, terwyl beide kwalitatiewe en kwantitatiewe metodes gebruik is. Die empiriese studie is in twee skole in Lesotho uitgevoer. Vyftien leerlinge uit elke skool het vrywillig deelgeneem. Die ondersoek is by wyse van klaskameronderrig deur my as die navorser gedoen. Daar is gefokus op die uitdagings wat leerders teëgekom het en hoe hulle by die “sigbladalgebra”-leerervaring gebaat het. Data is aan die hand van klaskamerwaarnemings versamel, waar veldnotas afgeneem is en ’n waarnemingskedule onderskeidelik deur die navorser en die assistentwaarnemer gebruik is. ’n Vraelys is na die volle onderrigtydperk by al die leerderdeelnemers afgeneem. Onderhoude is gevoer met ses leerders, wat hoë, medium en lae prestasies in die klaskamer verteenwoordig, met die doel om hulle ervarings te bekom. ’n Onderhoud is ook met die Assistentwaarnemer gevoer om vooroordeel, deurdat die navorser moontlik haar eie praktyk kon bestudeer, te verminder. Die studie het bevind dat leerders se ervarings met die leer van algebra deur middel van sigblaaie uitdagings sowel as voordele inhou. Die uitdagings wat leerders teëgekom het, kan onderskeidelik as skoolgebaseerde uitdagings en onderrig-gebaseerde uitdagings geklassifiseer word. Die skoolgebaseerde uitdagings hou verband met onvoldoende fisiese strukture en ’n gebrek aan behoorlik funksionerende toerusting in die rekenaarlaboratoriums. Die onderrig-gebaseerde uitdagings vir leerders is beide tegnies en persoonlik. Tegniese uitdagings hou verband met die fisiese manipulering van die produk en ’n gebrek aan begrip ten opsigte van die betrokke konsepte, naamlik waar die verband tussen die sigblaaie en algebra bestaan. Persoonlike uitdagings hou verband met leerders se ingesteldheid en gedrag rakende die gebruik van sigblaaie by die onderrig en leer van algebra. Alhoewel die skoolowerhede bepaalde uitdagings kan aanspreek, is daar bevind dat onderwysers sowel as leerders strategieë kan aanvoor om onderrig-gebaseerde uitdagings te oorkom. Onderrigstrategieë soos “tegniese demo”, “verduidelik die skerm”, “bespreek die skerm”, “koppel-skerm-bord” en “vind-en-wys” (wat op leerders se reaksie voortbou), asook die algemene organisasie van die klaskameromgewing, dra tot die orkestrasie van algebraonderrig met die sigblaaie by. Daar is ook bevind dat die gebruik van sigblaaie kognitiewe sowel as affektiewe waarde vir die leerders inhou. Selfs al sou onderwysers en leerders voordeel uit die gebruik van sigblaaie in die onderrig en leer van algebra kon trek, sou die implementering van die praktyk kritiese oorwegings moet geniet ten opsigte van onderwyservoorbereiding en infrastruktuurverbetering by die skole.

Purpose - Find optimal flight and design parameters for three objectives: minimum fuel consumption, Direct Operating Costs (DOC), and environmental impact of a passenger jet aircraft. --- Approach - Combining multiple models (this includes aerodynamics, specific fuel consumption, DOC, and equivalent CO2 mass) into one generic model. In this combined model, each objective's importance is determined by a weighting factor. Additionally, the possibility of further optimizing this model by altering an aircraft's wing loading is analyzed. --- Research limitations - Most models use estimating equations based on first principles and statistical data. --- Practical implications - The optimal cruise altitude and speed for a specific objective can be approximated for any passenger jet aircraft. --- Social implications - By using a simple approach, the discussion of optimizing aircraft opens up to a level where everyone can participate. --- Value - To find a general answer on how to optimize aviation, operational and design-wise, by using a simple approach.

Zweck - Von Piloten werden u.a. die sogenannten "Manual Flying Skills" gefordert. Dabei muss der Pilot in der Lage sein (ohne Autopiloten) nach grundlegenden Instrumenten zu fliegen. Dafür sind neben Geschick auch Faustformeln erforderlich. Die Faustformeln müssen dafür verlässlich sein. Der Inhalt dieser Arbeit beschäftigt sich exemplarisch mit einer Faustformel zur Umrechnung der kalibrierten Fluggeschwindigkeit (Calibrated Airspeed, CAS) in die wahre Fluggeschwindigkeit (True Airspeed, TAS). --- Methodik - In Excel und Matlab werden die Ergebnisse aus den Berechnungen der Faustformel mit dem Ergebnis einer exakten Berechnungsweise anhand flugmechanischer Formeln verglichen. Dabei wird die Flughöhe und Fluggeschwindigkeit variiert. Es werden die Abweichungen ermittelt und in Diagrammen zwei- und dreidimensional visualisiert. --- Ergebnisse - Die zu prüfende Faustformel liefert in dem für Sie vorgesehen Anwendungsbereich hinreichend genaue Ergebnisse mit Abweichungen unter 5 %. Dabei nehmen die Abweichung zu, umso weiter die Parameter (Höhe und Geschwindigkeit) von typischen Reiseflugbedingungen entfernt sind. --- Bedeutung in der Praxis - Piloten können bedenkenlos auf die in dieser Arbeit geprüfte Faustformel zurückgreifen und kommen so mit überschaubarem Kopfrechenaufwand auf relativ genaue Ergebnisse. --- Wert - Diese Arbeit zeigt, wie mit mäßigem Zeitaufwand in Excel eine Faustformel über einen gesamten Bereich geprüft werden kann. Das Vorgehen kann auf weitere Faustformeln übertragen werden, sodass sich ein Pilot sein "Kniebrett" mit verifizierten Faustformeln füllen kann.

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.