Denna studie har syftat till att undersöka hur lärare beskriver deras upplevelser och erfarenheter kring användning av laborativt material i matematikundervisningen och dess påverkan på elevers lärande. Metoden som valdes ut för att samla in vår empiri var kvalitativa semistrukturerade intervjuer genomförda med tio lågstadielärare som i olika grader använder sig av laborativt material i sin matematikundervisning. Det insamlade datamaterialet har bearbetats och analyserats utifrån fenomenografisk forskningsansats där vi kunnat sortera data till beskrivningskategorier utifrån lärarnas upplevelser. Resultatet visar att lärarnas uppfattningar kring laborativt material varierar. Majoriteten av lärarna upplever en fördel med det laborativa materialet och att det hjälper att konkretisera matematiken. En nackdel som förekom är att eleverna tappar fokus då de hellre vill leka med materialet. Gemensamt för lärarna är att de främst använder laborativt material vid genomgångar för att tydliggöra och synliggöra det som sker inom matematiken. Materialet som de använder i sin undervisning varierar beroende på vad lektionen omfattar. Lärarna upplever att laborativt material är motiverande för eleverna vilket leder till en positiv påverkan på deras lärande, men att det även kan vara förvirrande vilket kan leda till en negativ påverkan. Trots detta anser vi att lärarna haft en övergripande positiv inställning till laborativt material och att det positiva väger upp det negativa.

Att elever ofta känner sig utanför utbildningen i matematik verkar vara ett problem i många skolor. Potentiella orsaker till detta tycks vara att eleverna visar på olika kunskapsnivåer samt olika engagemang och/eller intresse för ämnet. Syftet med denna studie är att öka kunskap om hur lärare använder laborativt material i syfte att öka inkluderingen i sina klassrum. Resultatet presenteras genom tre faser av matematiklektionen. Studien är en systematisk litteraturöversikt där tidigare forskning om ämnet har analyserats. 27 artiklar har analyserats i processen. Huvudresultaten indikerar på att lärare använder laborativt material i den inledande fasen av lektionen och huvudfasen men inte i processen att analysera elevernas kunskap. Materialet används för att förbättra lärandet och öka engagemanget och deltagandet / The fact that students often feel excluded from the education in mathematics seems to be a problem in many schools. Potential reasons behind this vary from different knowledge levels to different engagement and or interest towards the subject. The aim of this study is to gather knowledge about how teachers use manipulative materials with the intention of enhancing inclusion in their classrooms. The result is presented through three phases of the mathematical lesson. The study is a systematic literature review where previous research about the subject has been analyzed. 27 articles have been analyzed in the process. The main results indicate that teachers use manipulative materials in the initial phase of the lesson and the main phase but not in the process of analyzing the students’ knowledge. The material is used to enhance learning and increase engagement and participation

of the thesis:: The topic of the thesis are aids for teaching geometry at the primary school. The theoretical part presents the potential benefits of the teaching aids use in connection with the cognitive process of the pupil and the educational aims of geometry. The practical part focuses on the situation in schools, presents aids that are used, and how they are used. It is based on survey focused especially on primary school teachers. A separate chapter is devoted to aids which are used in Montessori schools. It features names of geometry aids and how they are used. In the last thesis part are formulated didactic principles for working with the teaching aids in geometry and two experiments showing possible aids usage. Aids in these experiments fulfill its purposes, which are mentioned in the theoretical part, and therefore their use has been beneficial.

The diploma thesis Learning about geometrical shapes is focused on the development of the spatial imagination of learners using tangram. This aid is examined by mathematics and the possibilities of the usage of the aid while teaching mathematics at primary school are presented. The aim of this paper is to describe the solving process and strategies of tangram tasks, to descibe and explain phenomena concerning pupil's learning process about geometrical shapes using qualitative analysis. To reach the goals the experiments were done, their analysis is the maim pillar of this paper. While preparing the tools of the experiments, the difficulty criteria were set so it is possible to sort out the patterns according to that. The results of this paper shows that the solving strategies of learners are often similar to the adults' one, the difference is just in the experiences which make the adults' solving process faster.

Le développement du commerce électronique a révolutionné tous les aspects de l’activité marchande, et notamment les éléments du marketing-mix. En particulier, de nouvelles formes de prix ont émergé, et les académiciens aussi bien que les praticiens doivent désormais faire face à de nouveaux défis. Des prix ayant plusieurs composantes, communément appelés prix complexes, sont désormais légion. La plupart des travaux marketing qui se sont intéressés à cette forme de prix ont insisté sur les biais cognitifs affectant leur estimation, en appelant les vendeurs à en faire un moyen pour réduire le sacrifice monétaire perçu, ce qui permet de multiplier les ventes. Cependant, rares sont les chercheurs qui ont averti aux risques liés à de telles pratiques. S’inscrivant dans un objectif de pallier à cette limite, cette recherche a pour vocation de déterminer l’incidence de l’usage des prix complexes sur leur perception moyennant l’approche de trois aspects : (1) la détermination de certaines formes de présentation visuelle pouvant entacher le jugement de leur annonce (2) les répercussions de telles formes de présentation sur la justice perçue du prix, et en l’occurrence, sur des variables-clés de l’activité marchande telles que la valeur de l’offre et l’intention d’achat (3) et la prise en compte de différentes sources de variance à caractère situationnel. Les résultats d’une expérimentation conduite auprès de 504 répondants confirment l’intervention de la présentation visuelle d’un prix complexe dans la dégradation de sa justice perçue, en montrant le rôle déterminant du processus : La justice procédurale d’un prix complexe apparaît alors comme un pilier incontournable du jugement d’une offre. / One of e-commerce development implications is the metamorphosis of all marketing-mixaspects. Especially, new price forms have emerged, leading both academicians and managers to deal with new challenges. Prices with more than one component, known as complex prices, become the main form used within this channel. The dominant stream of marketing research interested within this area has focused on cognitive biases that affect complex price judgments. Most researchers have recommended managers to use this form of price in a manner that reduce perceived price, and therefore enhance sales. Regarding the lack of research considering negative effects of such tactics, the principal aim of this work is to put the spotlight on complex price incidence on its perception within three aspects: (1) the determination of visual presentation forms that may damage this perception (2) the effects of such presentation forms on complex price perceived fairness, and consequently, on determinant variables such as offer value and purchase intentions (3) and the control of moderating variables associated with situational differences. The results of an experiment conducted on 504 respondents show the presence of a degradation of complex price perceivedfairness caused by its visual presentation form, with a determinant contribution of the process: procedural fairness is henceforth an essential pillar of an offer judgment.

[pt] As decisões interpretativas, no caso a interpretação conforme a constituição, inconstitucionalidade parcial sem redução de texto (decisão manipulativa redutiva), decisão manipulativa aditiva, decisão manipulativa substitutiva estão presentes no controle de constitucionalidade brasileiro. Elas são tratadas indistintamente e um aspecto disto é linguístico: a diferença entre identificar uma regra (interpretação(1)) e seguir uma regra (interpretação(2)). As abordagens semânticas permitem esse tipo de diferenciação, mas abordagens pragmáticas parecem têm maiores dificuldades. Dentro do direito, isso pode ser traduzido como a oposição entre a identificação do significado literal, significado ordinário e a identificação do significado intencional, significado finalístico dos documentos normativos. Quanto a seguir regras jurídicas, três modelos são possíveis: o formalismo forte, o formalismo presumido e o particularismo sensível às regras. Dentre esses, os últimos dois são mais compatíveis com a jurisdição constitucional. Contudo, críticas à falta de critérios presentes nesses dois atingem também o controle de constitucionalidade e especialmente as decisões interpretativas, por faltarem parâmetros precisos para justificar uma decisão interpretativa em detrimento da declaração de (in)constitucionalidade simples. Ademais, a diferenciação entre interpretação(1) e interpretação(2) também é útil à aplicação da cláusula de reserva de plenário, diferenciando quando órgão fracionário está apenas identificando o que a lei diz, usando a constituição como referência, e quando a lei diz algo inconstitucional. / [en] The interpretative decisions - interpretation according to the constitution, partial unconstitutionality (reductive manipulative decision), additive manipulative decision, substitutive manipulative decision - are present in brazilian judicial review. They are treated indiscriminately and one aspect of it is linguistic: the difference between identifying a rule (interpretation(1)) and following a rule (interpretation(2)). Semantic approaches allow this kind of differentiation, but pragmatic approaches seem to have greater difficulties. Within the law, this can be translated as the opposition between the identification of the literal meaning, the ordinary meaning and the identification of the intentional meaning, the purposivism meaning of legal texts. As for following legal rules, three models are possible: strong formalism, presumptive formalism, and rulesensitive particularism. Of these, the latter two are more compatible with judicial review. However, criticisms of the lack of criteria present in these reach judicial review and especially the interpretative decisions because they lack precise parameters to justify why an interpretative decision should trump the simple declaration of (un)constitutionality. In addition, the distinction between interpretation(1) and interpretation(2) is also useful in applying the full bench clause because it allow us to differentiate when the fractional body is only identifying what the legal text says using the constitution as a reference and when the legal text says something unconstitutional.

La manipulation vertébrale (MV) est l'une des options dans le traitement des douleurs d'origine neuromusculosquelettique. Ses indications ont été identifiées à partir de l'expérience des professionnels qui l'utilisent, ainsi que des études épidémiologiques autour de ses résultats cliniques. Cependant, son mécanisme d'action précis demeure à ce jour inexpliqué.La littérature scientifique sur ce sujet est incomplète, éparse et confuse. Certains auteurs et professionnels proposent des hypothèses des mécanismes d'action neurobiologiques et d'autres biomécaniques. De plus, l'étude de la douleur rend la situation difficile en raison de la complexité des situations cliniques et des traitements associés dont les patients bénéficient. C'est la raison pour laquelle l'objectif de cette thèse est d'étudier si la MV a un effet sur la douleur provoquée de manière expérimentale. Si tel est le cas, il importe de savoir s'il est systémique ou locorégional et dans cette dernière hypothèse, si ce résultat est le produit d'une action directe de la MV sur la douleur ou secondaire à une amélioration du mouvement. N'ayant pas trouvé d'étude englobant la problématique mixte des effets de la MV sur la douleur et le mouvement, nous avons procédé à deux revues systématiques et critiques de la littérature scientifique ; l'une a porté sur son effet sur la douleur et l'autre sur l'amplitude du mouvement des segments vertébraux. Dans la première, nous avons rassemblé 22 articles décrivant 43 essais cliniques montrant un effet hypoalgésique de la MV au niveau locorégional, mais les résultats diffèrent selon la manière dont la douleur a été provoquée. Nous n’avons pas pu tirer de conclusion sur l'action systémique de la MV du fait de la qualité des articles sur ce sujet. Quant à la revue de la littérature réalisée sur l'effet de la MV sur l'amplitude du mouvement, l'étude de 15 articles ne nous a pas permis de prouver l'efficacité de cette technique pour augmenter l'amplitude des mouvements segmentaires, malgré des limitations à prendre en considération, notamment le fait que ces études ont été réalisées sur des volontaires sains et non sur des patients avec une mobilité réduite. A partir de là, nous concluons que l'effet de la MV sur la douleur est plutôt direct, et défendons la thèse que l'hypoalgésie induite par la MV permet l'amélioration et la récupération de la fonction de mouvement, et non l'inverse.Cependant, même si nous répondons à nos questions de recherche, ces réponses demeurent partielles et le sujet reste à approfondir. Nos deux revues indiquent qu’il reste à clarifier : les mécanismes exacts des effets de la MV sur la douleur, la durée des effets, les rapports "dose/effet", l'identification des techniques les plus efficaces, ou encore, sur le ciblage plus fin des patients à traiter. Il en est de même en ce qui concerne l'étude de l'effet de la MV sur l'amplitude du mouvement, où il manque notamment des études réalisées sur des patients et des personnes présentant des mouvements limités. Des améliorations sont également à prévoir dans la coordination des chercheurs les rassemblant autour d'une politique de recherche partagée sur le long/moyen terme, et à partir d'un consensus méthodologique, particulièrement en termes de suivi des essais, d'unités de mesures, de précision des critères de qualité des essais, de promotion de méta-analyses, etc. Au total, si la MV semble avoir un effet direct sur la douleur, il n’en demeure pas moins que la connaissance détaillée de ses mécanismes et des modalités d'application dans la pratique clinique reste à approfondir, ce qui pourrait devenir un véritable enjeu pour la communauté des chercheurs, des enseignants et des cliniciens. / Spinal manipulative therapy (SMT) is one of the treatments used to reduce musculoskeletal pain. Some clinical studies have shown that it really has a pain reducing effect but the indications for when it should be used is mainly based on clinical experience and logic. Further, although SMT is widely used, the precise mechanisms of action that can explain how it works, are unknown.We noticed that the scientific literature on this subject is incomplete, scattered and confused. In relation to the mechanisms, some authors propose a number of neurobiological mechanisms (such as a direct reduction of pain) whereas others are convinced that the mode of action is biomechanical (such as improved range of motion). For this reason, when trying to find out if SMT has a pain reducing effect, a better alternative is to start with healthy people, provoke a pain experimentally, perform the SMT, and measure their pain, to see if it has improved with the “treatment”. If it would be possible to see if SMT does have a pure pain reducing effect, then it would be important to find out if this effect is only regional, in the area of the manipulation, or if this effect is systemic. Also, none of the authors who proposed the biomechanical theory offered any evidence that improved movement results in less pain, but then, the opposite pathway (reduce pain first, better movement after) has not been shown either, by these proponents of theories. For this reason we decided to study the already existing scientific literature in a critical and systematic fashion.Unfortunately, we did not find any study including the mixed problem of the effects of SMT on pain and movement, we therefore performed two systematic reviews of the scientific literature: one focused on its effect on experimental pain and the other on its effect on the range of motion (ROM) of the vertebral segments. In the first one, we collected 22 articles describing 43 trials showing an hypoalgesic effect of the locoregional level. Interestingly, the results differ depending on how the pain was provoked. We were not been able to reach a conclusion on the systemic action of the SMT because of the lack of quality of articles on this topic. Concerning the literature review on the effect of SMT on ROM, the review of 15 research articles did not allow us to « prove » the effectiveness of this technique to increase the range of segmental motion. There were some limitations with these studies, such as the fact that they had been performed in healthy volunteers and not in people with reduced mobility. In sum, we could conclude that the effect of SMT on pain has been clearly shown, which supports the hypothesis that the hypoalgesia induced by SMT allows the improvement and recovery of function of movement, and not the inverse. These results have been reported in our two scientific articles.However, even if we were able to obtain answers to our research questions, these answers are incomplete and the subject remains to be further explored. There are still questions that remain to be clarified, such as: What are the exact effects of SMT on pain mechanisms? How long does the effect remain ? Is there a " dose / effect "? Which are the most effective SMT techniques? and How should patients be best targeted for this treatment ? Does SMT have an effect on ROM on people with limited movement?Finally, a coordination of research is necessary to move forward more effectively. Researchers would need to gather around a shared policy in relation to the medium / long term research, and from a methodological consensus. In conclusion, SMT does seem to have a direct effect on pain. However, we need some more and detailed knowledge of the mechanisms and procedures before we can really apply this knowledge efficiently in clinical practice. No doubt, this could become an important issue for the community of researchers, teachers and clinicians.

The aim of this essay is to investigate if there exists any relation between what is generally considered Britain’s foremost elite military unit, HM Royal Marines and a manipulative religious sect. With theoretical data defining a manipulative religious sect, and empirical data gathered from interviews with a number of former royal marines, this essay looks at the attributes common to these two very different organisations. Interestingly, even though the experiences of members of such organisations seemed to bare some resemblance; the motivation for any comparability was quite different. This phenomenon seemed to affect the whole study, and the findings did not confirm any substantial relation between the two organisations in accordance with the strict definitions applicable to a manipulative religious sect.

Made available in DSpace on 2016-06-02T20:02:57Z (GMT). No. of bitstreams: 1 6432.pdf: 3122043 bytes, checksum: 082819afaa3a0b58bb6c250635b34e25 (MD5) Previous issue date: 2014-11-10 / This research has as main objective making a manipulative material to work sequences of activities by introducing the notion of Combinatorial Analysis in an intuitive and natural way in elementary school final years. Without using formulas, it presents an encouragement to use the Multiplicative Principle, tree diagram and list of possibilities as an important tool for solving various problems. We started the research making a description of the current curriculum documents in the Department of Education of the State of São Paulo, followed by historical overview and theoretical foundation. The survey was developed with the implementation of three activities with students from the 5th grade - 6 year to 8th grade - 9th year of elementary school in a Public State School in the city of Sorocaba/SP. These activities were designed to find out the students difficulties in the development of problems involving Combinatorial reasoning and to propose manipulative materials at low cost and to help in the construction and understanding of that content, since a big part of students and teachers consider it difficult to understand. These manipulative materials represent the final product of this research and it is hoped that teachers use them in their classrooms to make their classes more dynamic, rich and arousing the interest of the students. / A presente pesquisa tem como objetivo principal a confecção de material manipulável para trabalhar sequências de atividades introduzindo de maneira intuitiva e natural a noção de Análise Combinatória no Ensino Fundamental Anos Finais sem a utilização de fórmulas, incentivando o uso do Princípio Multiplicativo, do diagrama de árvore e da enumeração das possibilidades como uma ferramenta importante para a resolução de vários problemas. Iniciamos a pesquisa fazendo uma descrição dos documentos curriculares vigentes na Secretaria da Educação do Estado de São de São Paulo, seguida por um panorama histórico e fundamentação teórica. A pesquisa foi desenvolvida com a aplicação de três atividades com alunos da 5ª série/6º ano a 8ª série/9º ano do Ensino Fundamental de uma Escola Pública Estadual da cidade de Sorocaba/SP. Essas atividades foram elaboradas com o objetivo de constatar as dificuldades dos alunos no desenvolvimento de problemas que envolvam o raciocínio combinatório e propor materiais manipulativos, de baixo custo, que auxiliem na construção e compreensão desse conteúdo, considerados de difícil entendimento por grande parte de alunos e professores. Esses materiais manipulativos representam o produto final dessa pesquisa e espera-se que os professores o utilizem em suas salas de aulas para tornar suas aulas mais ricas e dinâmicas despertando o interesse dos alunos.

Made available in DSpace on 2016-06-02T20:29:24Z (GMT). No. of bitstreams: 1 5498.pdf: 2689266 bytes, checksum: 8ae3a0b585aa8d0bb8ddfb21f15b47d9 (MD5) Previous issue date: 2013-08-24 / Financiadora de Estudos e Projetos / The value of the circumference s length divided by its diameter has a result a constant named π. This value is known since ancient times by the Greeks and Egyptians, but only in current history this constant has been recognized as an irrational number. This study has as objective to explore the relationship of the circle by II elementary school students and extension of numerical sets from this constant. Making sense of this value by checking its regularity in all circles through practical experiments and also exploring the technological resources available in the school, making the students to follow the steps for determining of the numerical value and to participate in the construction and discovery process of new knowledge. The teaching sequence proposed was based on Engineering teaching as research methodology, conducting in the end a posteriori analysis which demonstrates that learning from manipulable objects, together with technological resources available provides to students with a greater assimilation of mathematical content, one becoming a remarkable experience for elementary school students and being an important tool which complements the lessons and makes them more participative. It is hoped that this work support math teachers to reflect the usage of manipulative materials, educational software and all available resources which provide greater assimilation and approach the student with the mathematical concepts. / O valor do comprimento de uma circunferência dividido pelo seu diâmetro tem como resultado um valor constante. Tal constante é denominada π. Este valor é conhecido desde a antiguidade, por egípcios e gregos, mas somente na história mais recente esta constante foi reconhecida como sendo um número irracional. O objetivo deste trabalho foi explorar essa relação do círculo por alunos do Ensino Fundamental II e ampliação dos conjuntos numéricos a partir desta constante. Determinar este valor, verificando sua regularidade em todos os círculos através de experimentos práticos e também explorando os recursos tecnológicos disponíveis na escola, fazendo com que os alunos calculem o valor numérico de π , fazendo-os participar do processo de construção e descoberta deste novo conhecimento. A sequência didática proposta foi baseada na Engenharia didática como metodologia de investigação, realizando-se ao final, uma análise a posteriori que demonstra que o aprendizado a partir de objetos manipuláveis, aliados aos recursos tecnológicos disponíveis, proporciona aos alunos uma maior assimilação do conteúdo matemático, tornando-se uma experiência marcante para os alunos do Ensino Fundamental e sendo uma importante ferramenta que completa as aulas e as tornam mais participativas. Espera-se que este trabalho auxilie os professores de matemática a refletirem que o uso de materiais manipulativos, software educacionais e todos os recursos disponíveis proporcionam maior assimilação e aproximação do aluno com os conceitos matemáticos.