Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-20T11:50:55Z No. of bitstreams: 1 PDF - Sérgio da Silva Minzé.pdf: 2924730 bytes, checksum: 91c88e23d644d6880c14d62c4d7cfd74 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:26:16Z (GMT) No. of bitstreams: 1 PDF - Sérgio da Silva Minzé.pdf: 2924730 bytes, checksum: 91c88e23d644d6880c14d62c4d7cfd74 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:26:23Z (GMT) No. of bitstreams: 1 PDF - Sérgio da Silva Minzé.pdf: 2924730 bytes, checksum: 91c88e23d644d6880c14d62c4d7cfd74 (MD5) / Made available in DSpace on 2016-07-22T20:26:23Z (GMT). No. of bitstreams: 1 PDF - Sérgio da Silva Minzé.pdf: 2924730 bytes, checksum: 91c88e23d644d6880c14d62c4d7cfd74 (MD5) Previous issue date: 2015-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to develop a didatic sequence for the student can learn inductively the notion of convergent geometric series. The proposal was applied and developed in a class of 9th grade ofelementary school and the results obtainedwere very satisfactory. The work also contains a historical review of the concepts of sequences and geometric series. / Este trabalho tem como objetivo desenvolver uma sequência didática para que o aluno consiga aprender de forma indutiva a noção de série geométrica convergente. A o proposta foi aplicada e desenvolvida em uma turma do 9 ano do ensino fundamental e os resultados obtidos foram muito satisfatórios. O trabalho também contém uma resenha histórica dos conceitos de sequências e séries geométricas.

This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes. / https://dc.etsu.edu/etsu_books/1064/thumbnail.jpg

The core of the thesis is the realization of three lessons of mathematics conducted in accordance with the CLIL method, which integrates the teaching a non-linguistic subject with foreign language teaching. The topic of the lessons was non-finite geometric series and the chosen foreign language was German. The first part of the thesis introduces key definitions and theorems concerning sequences and geometric series. Comparisons are drawn between approaches of the Czech Republic and two German-speaking countries, Austria and Germany, in relationship to the teaching non-finite geometric series. Furthermore, available teaching materials of the selected countries are compared and applied visualized problems which appear in them are analysed. In the second part, the CLIL teaching method is presented together with the methodology according to which the lessons were prepared, realized and subsequently assessed. To conclude, the thesis presents a detailed analysis of the preparation and progress of the lessons, including the reflection. The appendix comprises of the utilized teaching materials as well as a range of the solved problems.

The dissertation is comprised of list of tasks with the sequences and set of numbers used to the high schools. This issue is very extensive and the dissertation is focused on application of the sequesces and set of numberss in word mathematic tasks which are thematicly devided into particular tasks according to their specialization. The tasks are classi?ed from the point of historical view as well as from the point of application view - in planimetry and stereometry, in ?nancial mathematics etc. In the part dedicated to sequences is stated extra chapter focused on excersises from mathematic olympics for high schools.

Made available in DSpace on 2015-03-26T14:00:07Z (GMT). No. of bitstreams: 1 texto completo.pdf: 3471478 bytes, checksum: b9c66aea9ced3a003690850ebfa54905 (MD5) Previous issue date: 2013-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has as object, point the similarities, differences and relationship between geometric progression, compound interest and exponential function regarding the teaching of their content through problem solving. Therefore, we started from a historical investigation among these themes. After taking knowledge of what the Common Core Curriculum (an official document) regulates these matters, as well as the pedagogical orientations present in the national curriculum guidelines, an annalizes has been done in five textbooks of mathematics. This analysis allowed to know: how these issues are addressed, if is there any absence of one of them, the quality of the information provided and the worry of make explicit the relationship between the contents. We bring some activities to contribute with the teaching of these matters in independents ways or correlates Ultimately, we show which skills the federal government wants the students to have to solve questions that are in "ENEM" (National High School Exam). / O presente trabalho tem como objetivo apontar as semelhanças, diferenças, e relações existentes entre progressão geométrica, juros compostos e função exponencial no que se refere ao ensino desses conteúdos, através da resolução de problemas. Para isto, partimos de uma investigação histórica a cerca destes temas. Após tomar conhecimento do que normatiza o currículo básico comum sobre esses assuntos, bem como as orientações pedagógicas presente nos parâmetros curriculares nacional, foi feita uma análise em cinco obras didáticas de matemática. Esta analise permitiu saber: como esses assuntos são abordados, se há ausência de algum deles, a qualidade das informações presentes e a preocupação em deixar explicita a relação existente entre os conteúdos. Além disto, trouxemos algumas atividades a fim de contribuir para o ensino destes assuntos de forma independente ou correlacionados e finalizamos mostrando quais habilidades o governo federal espera que os alunos possuam para resolver situações-problemas que constam no exame nacional do ensino médio.