Submitted by MARCIA RODRIGUES LUIZ DA SILVA null (marcia_rodrigues_fucamp@yahoo.com.br) on 2016-05-08T02:05:44Z No. of bitstreams: 1 TESE Márcia Luiz.pdf: 15629727 bytes, checksum: 663e5af045c005752feac3a5049ea727 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-09T19:25:17Z (GMT) No. of bitstreams: 1 silva_mrl_dr_rcla.pdf: 15629727 bytes, checksum: 663e5af045c005752feac3a5049ea727 (MD5) / Made available in DSpace on 2016-05-09T19:25:17Z (GMT). No. of bitstreams: 1 silva_mrl_dr_rcla.pdf: 15629727 bytes, checksum: 663e5af045c005752feac3a5049ea727 (MD5) Previous issue date: 2016-03-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O presente estudo insere-se no campo da formação inicial de professores de Matemática em nível superior, em Cursos de Graduação. Tendo como contexto o Curso de Graduação em Matemática na Universidade Federal de Uberlândia (UFU), em Uberlândia/Minas Gerais, dialoga acerca da questão da Prática Como Componente Curricular (PCC) inserida nos currículos dos Cursos de Licenciatura como modalidade diferenciada de prática curricular a partir da Resolução CNE/CP nº. 01/2002 que instituiu as Diretrizes Curriculares Nacionais para a formação de Professores nesse nível. De caráter qualitativo, a pesquisa investigou, no âmbito da disciplina Estatística e Probabilidade do currículo do referido Curso, o processo de implementação do Projeto Integrado de Prática Educativa (PIPE) – componente curricular criada pela UFU para o desenvolvimento dessa modalidade de prática instituída pelas Diretrizes. Como objetivo geral o estudo buscou investigar, neste Curso de Matemática, a implementação do PIPE como PCC no desenvolvimento dessa disciplina e suas implicações na formação inicial do Professor de Matemática, norteando-se pela seguinte questão diretriz: Como vem ocorrendo o processo de implementação do Projeto Integrado de Prática Educativa (PIPE) na disciplina Estatística e Probabilidade no Curso de Graduação em Matemática da Universidade Federal de Uberlândia a partir de sua inserção como Prática como Componente Curricular neste Curso? O estudo desenvolveu-se por meio da pesquisa documental e de campo, tomando como sujeitos os professores e estudantes nessa disciplina e Curso, durante cinco semestres letivos (período de 2012 a 2014). A produção de dados se deu, além da parte documental e dos registros da pesquisadora no diário de campo, também por meio de entrevistas com os docentes, questionários aplicados aos alunos e um ambiente virtual criado pela pesquisadora no desenvolvimento da pesquisa. Os principais resultados evidenciaram a deficiência de registros de experiências com relação ao desenvolvimento do PIPE. Mostraram também que os diferentes sujeitos participantes da Pesquisa consideram o PIPE importante e necessário no Curso de Matemática por possibilitar, no desenvolvimento dessa Prática Curricular, um espaço diferenciado de formação, no entanto, há dúvidas conceituais em relação a essa componente e divergências de visão dos docentes entre si e deles com o Projeto Pedagógico do Curso quanto à concepção da PCC via PIPE, o que tem levado a diferentes formas de interpretá-lo e, portanto, efetivá-lo. Apontaram carência de esclarecimentos sobre essa Prática nos documentos institucionais e de uma maior comunicação dentro do Curso, sugerindo-se, para tanto, a implementação de um espaço de troca de experiências no âmbito do desenvolvimento do PIPE, aliado a um processo contínuo e permanente de acompanhamento e avaliação, para seu aprimoramento e efetividade. Por meio das cinco experiências vivenciadas no campo concluiu-se que o PIPE caracteriza-se como um tipo de prática que demanda um trabalho interdisciplinar e coletivo e por isso tem representado ainda um grande desafio para o Curso de Matemática, mas que, apesar disso não é uma proposta frágil, mas possível e viável, especialmente mediante a possibilidade de socialização de experiências e de uma responsabilidade que seja compartilhada entre todos os envolvidos e não exclusiva dos docentes. / This study is in the initial teacher training in Mathematics at higher education in undergraduate courses. With the context the Undergraduate course in Mathematics at the Federal University of Uberlandia (UFU) in Uberlandia/Minas Gerais, dialogue on the issue of the practice as Curriculum Component (PCC ) inserted in the curricula of undergraduate courses as differentiated mode of the practice from the CNE / CP Nº. 01/2002 resolution that instituted the National Curricular Guidelines for teacher training in this level. From a qualitative character, the research investigated, under the Statistics and Probability discipline, the curriculum of the mentioned course, the implementation process of the Integrated Project of Educational Practice (PIPE) – a curricular component created by UFU to the development of this type of practice established by the Guidelines. The general objective of the study was to investigate, in the Mathematics course, the implementation of the PIPE as PCC in the development of this discipline and its implications for initial training of Mathematic teachers, guiding by the guideline question : How has occurred the implementing process of the Integrated Project of Educational Practice (PIPE ) in Statistics and Probability discipline in the Undergraduate Course in Mathematic of the Federal University of Uberlandia from its insertion as Practice as Curricular Component in this course? The study was developed through the documental research and of field, taking as subject the teachers and students in this discipline and course, for five semesters (from 2012 to 2014). The production data was, beyond the documentary part and the researcher records in the field diary, also through interviews with the teachers, questionnaires to students and a virtual environment created by the researcher in the development of the research. The main results showed the deficiency of experience records regarding the development of the PIPE. They also showed that the different participants in the research consider the PIPE important and necessary in the Mathematics Course for enabling, in the development of this Curriculum Practice, a differential space training, however, there are conceptual questions regarding this component and view differences of the teachers with the pedagogical project of the course on the design of the PCC via PIPE, which has led to different ways of interpreting it and, thus, accomplish it. They showed lack of clarification on this practice in the institutional documents and greater communication within the course, suggesting, therefore, the implementation of an exchange experiences space in the PIPE development, combined with a continuous and ongoing process of monitoring and evaluation for its improvement and effectiveness. Through the five experiences in the field it concluded that the PIPE characterized as a kind of practice that requires an interdisciplinary and collective work and so has also represented a major challenge for the Mathematic course, but, nevertheless it is not a weak proposal, but possible and feasible, especially by the possibility of socialization and of a responsibility that is shared between the involved participants and not exclusive for teachers.

O presente trabalho tem como objetivo investigar a compreensão dos conceitos de equação e função que serão aplicados na disciplina de Física-Química I do Curso de Química da UFPel. Para isso foram usados como fundamentação teórica o conceito de aprendizagem significativa de Ausubel, Mapas Conceituais e a Epistemologia do “Vê” de Gowin. Também foram utilizados os conceitos matemáticos de equação e função aplicados à Química, assim como a análise e o levantamento de ferramentas computacionais disponíveis na internet e as suas características em termos de aplicabilidade na área do ensino. Para a realização dessa pesquisa se fez uso de pré-testes com os alunos, visando identificar a existência dos subsunçores, assim como, a elaboração de mapas conceituais sobre os conhecimentos matemáticos exigidos na disciplina, particularmente, na Equação dos Gases Ideais. Os resultados foram analisados e permitiram o desenvolvimento de um objeto virtual de aprendizagem que privilegia o uso de equação e função matemática na Química. O objeto virtual de aprendizagem possibilita ao aluno o processo de interação, buscando desenvolver a sua aprendizagem, assim como elementos que promovam a interdisciplinaridade entre a Matemática e a Química. A interdisciplinaridade privilegiará a aplicabilidade de conceitos matemáticos na Equação dos Gases Ideais, especificamente na disciplina de Físico-Química I. / The present work has the objective of investigating the comprehension of the concepts of equation and function that will be applied in the Physics Chemistry subject I from the Chemistry Graduation Course at the UFPel. For that, Ausubel concept of meaningful learning, conceptual maps and the “V” epistemology were used as theoretical background. Besides, the mathematical concepts of equation and function applied to Chemistry were considered and also the analysis and the research of computational tools available on the internet and their characteristics related to the applicability in the teaching area. During the construction period of this research, some pre tests with the students were applied with the purpose of identifying the subsumers as well as the elaboration of the conceptual maps about the mathematical knowledge needed for the subject, mainly for the ideal gas equation. The results were analyzed and they allowed the development of a learning virtual object which privileges the use of mathematical equations and functions inside Chemistry The virtual object allows the student to get into the interaction process searching the development of his learning process as well as elements which promote the interdisciplinarity between Mathematics and Chemistry. Interdisciplinarity will privilege the applicability of mathematical concepts in the Ideal Gas Equation, mainly in the Physics Chemistry Subject I.

O presente trabalho tem como objetivo investigar a compreensão dos conceitos de equação e função que serão aplicados na disciplina de Física-Química I do Curso de Química da UFPel. Para isso foram usados como fundamentação teórica o conceito de aprendizagem significativa de Ausubel, Mapas Conceituais e a Epistemologia do “Vê” de Gowin. Também foram utilizados os conceitos matemáticos de equação e função aplicados à Química, assim como a análise e o levantamento de ferramentas computacionais disponíveis na internet e as suas características em termos de aplicabilidade na área do ensino. Para a realização dessa pesquisa se fez uso de pré-testes com os alunos, visando identificar a existência dos subsunçores, assim como, a elaboração de mapas conceituais sobre os conhecimentos matemáticos exigidos na disciplina, particularmente, na Equação dos Gases Ideais. Os resultados foram analisados e permitiram o desenvolvimento de um objeto virtual de aprendizagem que privilegia o uso de equação e função matemática na Química. O objeto virtual de aprendizagem possibilita ao aluno o processo de interação, buscando desenvolver a sua aprendizagem, assim como elementos que promovam a interdisciplinaridade entre a Matemática e a Química. A interdisciplinaridade privilegiará a aplicabilidade de conceitos matemáticos na Equação dos Gases Ideais, especificamente na disciplina de Físico-Química I. / The present work has the objective of investigating the comprehension of the concepts of equation and function that will be applied in the Physics Chemistry subject I from the Chemistry Graduation Course at the UFPel. For that, Ausubel concept of meaningful learning, conceptual maps and the “V” epistemology were used as theoretical background. Besides, the mathematical concepts of equation and function applied to Chemistry were considered and also the analysis and the research of computational tools available on the internet and their characteristics related to the applicability in the teaching area. During the construction period of this research, some pre tests with the students were applied with the purpose of identifying the subsumers as well as the elaboration of the conceptual maps about the mathematical knowledge needed for the subject, mainly for the ideal gas equation. The results were analyzed and they allowed the development of a learning virtual object which privileges the use of mathematical equations and functions inside Chemistry The virtual object allows the student to get into the interaction process searching the development of his learning process as well as elements which promote the interdisciplinarity between Mathematics and Chemistry. Interdisciplinarity will privilege the applicability of mathematical concepts in the Ideal Gas Equation, mainly in the Physics Chemistry Subject I.

Detta är en studie om de språkliga konflikter som pedagoger till arabisktalande elever upplever i matematikundervisningen. Det har visat sig vara ett problematiskt fenomen då det svenska språket är en central del av matematikundervisningen idag och därför kan vara svårt för andraspråkselever att kunna förankra och uttrycka sina kunskaper i matematik. Syftet med denna studie är att undersöka vilka språkliga anpassningar i matematik pedagoger anser sig göra för andraspråkselever. Detta har undersökts genom kvalitativa intervjuer av två verksamma pedagoger med arabisktalande elever i årskurs 3. För att undersöka och förklara hur pedagoger förstår och upplever fenomenet kring matematikunder-visning och andraspråkselever har en fenomenologisk teoriansats använts. Resultatet presenteras med hjälp av tidigare forskning och därmed sker analysen parallellt för att ge tydlighet och läsvänlighet. De slutsatser som kunnat dras utifrån studiens resultat är att språkutvecklande arbete är av stor vikt vid arbetet med andraspråkselever i matematik. / It is a study about pedagogue’s perception of the linguistic conflicts that Arabic speaking pupil expe-riences in the education of mathematics. It has been known that the Swedish language is a primal part of the education in math and therefor it becomes a problematic phenomenon. This difficulties appears because second language pupils have to show their mathematic knowledge and understanding in a foreign language. This purpose of this essay’s to examine and explain how pedagogues accommodate math education and how they experiences and work with math education and second language pupils. To examine the purpose of this study two qualitative interweaves has been done with two pedagogues who teaches Arabic speaking pupils (among others) in third grade. To examine and explain how these two pedagogues understands and experiences this phenomenon about math second languages pupils and math education has a phenomenological theory been used. The result of this study is represent in guidance with the previous science to analyze it’s outcome. This because to create lucidness in the text and to make it more readable. The conclusion that can been drawn from the result of this essay is that language developing work in mathematics education is an important and crucial part for second language pupils ability to success.

Il s’agit de déterminer de quelles manières les difficultés langagières des élèves migrants modifient l’activité de la classe durant un cours de mathématiques. Pour cela, nous nous appuyons sur la théorie de l’Action Conjointe. Nous analysons tout d’abord des séances d’évaluation en classe ordinaire et en classe d’accueil. Nous montrons ainsi la profondeur du procès de négociation du contrat didactique. Grâce à des questionnaires, nous avons décelé certaines lacunes dans les compétences langagières des élèves migrants, susceptibles de nuire à leur activité mathématique et nous avons montré l’indépendance relative de ces difficultés avec le temps de résidence dans le pays d’accueil. La comparaison des classes ordinaires et des classes d’accueil nous a aussi permis de mettre en évidence des spécificités de la classe d’accueil, notamment des phénomènes de refoulement didactique du professeur (l’enseignant ne présente pas certains termes ou notions mathématiques utilisés dans les autres classes) et de jeux alternatifs conjoints (enseignant et élèves tendent à simplifier le travail mathématique attendu chez les élèves). Ces adaptations altèrent les possibilités d’action des élèves migrants et fragilisent leurs apprentissages disciplinaires mais la négociation du contrat sur l’évaluation rend ce phénomène invisible. Nous avons alors conçu un module d’enseignement destiné à accélérer l’entrée dans les mathématiques pour les élèves migrants, en organisant des activités du type enseignement en situation (activités ayant un réel intérêt sur le plan mathématique mais dont l’enjeu tacite réside dans l’apprentissage de compétences langagières indispensables à la discipline). / Our thesis seeks to understand the influences of language difficulties in immigrant students on the Class’ (both teacher and students) activity during mathematic lessons. To study this problem, we have used the framework of the Joint Action Theory in Didactics. To do so, students of both ordinary and reception classes were asked to take an evaluation test. The analyse and the comparison of those tests stressed the importance of the negotiations in the Class. Through questionnaires we have also identified that there were discrepancies between the immigrant students’ language competencies that could interfere in their mathematic activity. We have also shown that these difficulties were not really linked to the time spent in the host country. Besides, we have compared both ordinary and reception classes in order to determine the specificities of teacher and students’ behavior in reception class during a mathematic lesson. We have highlighted some particular phenomena which could partially explain immigrant students’ difficulties: - Teacher’s repression: the teacher doesn’t present all the words and notions used in ordinary class.- Display of alternative joint game: both the teacher and the students tend to simplify the work the students are expected to do.On the basis of these results, we conceived special courses for immigrant students that we named teaching in activity and which aimed to improve their mathematic achievements. Those lessons which took the shape of mathematic exercises actually aimed at improving language competencies necessary for mathematic activity.

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.

The aim of this study is to learn more about how teachers experience student’s engagement and how they work to engage their students. The study focuses on teachers who teaches the lower grades. The essential method of the study is semi structured interviews with teachers who teach mathematics in grades 1-3. The study showed that teachers characterize student engagement in that students are positive, curious, involved, show interest and that they take initiative. This indicates a behavioural engagement. The teachers work with level adjustment and varying teaching to engage the students which indicates a cognitive engagement. Important prerequisites for a student involvement were smaller groups and to meet the students’ needs and interests. One condition that was considered to have a negative effect on student engagement was a lack of time in teacher’s planning and teaching. The conclusion shows that teachers look at student engagement through behavioural engagement but that they work to increase student engagement through cognitive engagement.

Master’s thesis is focused on part of mobile network named LTE. Project is analyzes the LTE physical layer, which is divided into four basic parts: Physical channels and modulation, Multiplexing and channel coding, Physical layer procedures, Physical layer measurements. Every part is described by actual 3GPP standard [1]. To understand the problem is expected a reader basic knowledge of OFDM systems, which the LTE system uses. The next part of this master’s thesis is dedicated to mathematic model physical layer of system LTE, created by program Matlab. This model is designed to measure errors in data transmission.

This work deals with the issue of shading coefficient of external blindsand its dependence on environmental phenomena. The aim of the thesis is to find an optimal solution for forming of inner environment according to the shading coefficient of external blinds shading element. The computer software of Teruna for creating a mathematic simulation of rooms in the assigned detached family house. The conclusion contains the recommendation of building alterations for the detached family house which I designed in my bachelor´s thesis.

MSc (Mathematcs) / Department of Mathematics and Applied Mathematics / Infectious diseases remain a major public health concern. Well-known for causing sickness and death, enormous pain and suffering, increased time spent on patient care and huge economic losses due to lost production. Infectious diseases continue to be a scourge without equal. In this work, we address the following research question: Can we use a multiscale model of HIV/AIDS transmission dynamics to assess the comparative effectiveness of health interventions that are implemented at different scale domains? To achieve the set objectives of the study, we use multiscale modelling approach, a new and emerging computational high-throughput technique for mathematically studying problems that have many characteristics across several scales. To be more specific, we perform three tasks in addressing the research question. First, we develop a within-host submodel and use it to show it’s associated limitations which only a multiscale model can resolve. Second, we develop a between-host submodel and use it to motivate the need for multiscale modelling of the HIV/AIDS disease system. Finally, we link the two submodels to produce a nested HIV/AIDS multiscale model that affords us the opportunity to compare effectiveness of five preventive and treatment HIV/AIDS health interventions. Analysis of the multiscale model shows that it is possible to jointly study two key aspects (immunology and epidemiology) of infectious diseases. The multiscale model provides the means for making meaningful comparative effectiveness on available preventive and treatment health interventions. Consequently, we employ the multiscale model to show that impact of HIV/AIDS packages increases as more interventions are integrated into the packages. Specifically, the study shows that combined HAART and male circumcision is more effective than an intervention involving HAART alone. Overall, our study successfully illustrates the utility of multiscale modelling methodology as a tool for assessing the comparative effectiveness of HIV/AIDS preventive and treatment interventions. For purposes of informing public health policy, we use the study results to infer that condom use, male circumcision and pre-exposure prophylaxis are more effective in controlling the transmission dynamics of HIV/AIDS at the start of the epidemic as compared to when the disease is endemic in the community while the converse is also true for HAART. / NRF