The purpose of this study was to investigate mistakes made by elementary fifth grade students regarding basic fractional concepts and operations, and difficulties that they encounter. The other purpose was to investigate underlying misconceptions and reasons of those difficulties and mistakes. For this purpose, a mixed-method research combining quantitative and qualitative approach respectively was performed. Data were collected from elementary fifth grade students at the end of the spring semester of 2009-2010. Operation with Fraction Questionnaire (OFQ) was administered to 151 fifth grade students who were chosen from the two public elementary schools in Eskisehir province. By this way, difficulties that elementary fifth grade students encounter and mistakes they make regarding basic fractionalconcepts and operations was analyzed. Afterwards, sixteen of these students participated in a semi-structured interview which was designed to investigate underlying reasons and misconceptions behind those mistakes and difficulties. Results were presented in two phases. In the first phase, common mistakes and difficulties of students were analyzed in detail and representative examples of these errors were introduced. In the second phase, students&#039 / mistakes were grouped under five categories as: algorithmically based mistakes, intuitively based mistakes, mistakes based on formal knowledge on fractions, misunderstanding on problem, and missing information in solution. In this phase, misconceptions and underlying reasons of those mistakes and difficulties which students may encounter while learning fractions were described. Results revealed that there was evidence that fifth grade students made various mistakes regarding fractional concepts and operations in the fifth grade elementary mathematics curriculum and they had many misconceptions regarding fraction concepts and operations.

In this work “The problems of the stress of the noun in “Our language” journal Morphological aspect” is examined in 1986-1989 in Lithuanian language. This work examines sressing mistakes in Lithuanian language. This work tries to explane why words are stressed in one or the other way. This work also presents morphological analysis of some words. This work presents some nouns, wich are difficult to stress and people do mistakes even nowadays. While analysing the words it becomes clear that the most problems acured with international words (66,4 %) and less problems with Lithuanian words (33,6 %). The most mistakes are done with stressing diclensions wich have strong and weak endings. The stressing problems occur because of the influence of the other languages (Russian, Polish). All this survey of the year 1986-1989 shows that the stressing of these parts of speech was not settled and kodificated norms of some words are changing till these days. Thanks to morphological analysis we understand many problems of stressing.

This research aims a representation of the notion of mistake in language, giving an emphasis in the singular characteristic of the mistaken element. In this sense, its approach implicates an intersection between linguistic and psychoanalysis, constituting, thus, a corpus which in the ordinary language exposes the language to the dimension of the no-identical, in which the saying is produced by the failure; thus, the homonyms, the lapses, the double senses represent extracts of the language which do not recover the universality of the identical and of the repeatable. This dimension of the language is represented, therefore by a topology which breaks with our geometrical certainties of what is inside and outside the language. Space and time become others, evidencing in the enunciation the impossibility of reduction of the singularity of a mistake. The research is divided in two parts. The first part is constituted of three chapters, with the intention to present the theoretical field, the rupture of paradigms and the aim of investigation. The second part is constituted of five chapters which aim to develop the dimension of a mistake. Our conclusions point out to the relevance of thinking the singular when the Universal does not support any more the exigencies of a knowledge, above all, in the dominion of human sciences, particularly, when the language touches the unconscious. / Esta pesquisa visa a uma apresentação da noção de equívoco na língua, dando uma ênfase na característica singular do elemento equivocante. Nesse sentido, sua abordagem implica uma intersecção entre lingüística e psicanálise, constituindo assim um corpus que, na língua cotidiana, expõe a língua a uma outra dimensão, a do não-idêntico, em que o dizer é produzido pela falha (falta); assim, as homonímias, os lapsos, os duplos sentidos representam extratos da língua que não recobrem a universalização do idêntico e do repetível. Esta dimensão da língua passa a ser representada por uma topologia, que rompe com nossas certezas geométricas do que está dentro e fora da língua. O espaço e o tempo passam a ser outros, evidenciando na enunciação a irredutibilidade da singularidade de um equívoco. A pesquisa apresenta-se dividida em duas partes. A primeira é constituída de três capítulos, com a intenção de apresentar o campo teórico, as rupturas de paradigmas e a meta da investigação. A segunda parte é formada de cinco capítulos, que visam a desenvolver a dimensão de Umequívoco. Nossas conclusões apontam para a relevância de se pensar o singular quando o Universal não mais sustenta, nem satisfaz as exigências de um saber, sobretudo no domínio das ciências humanas, em particular, quando a língua toca o inconsciente.

The aim of the thesis is to point out difficulties in interpretation of the civil code provisions (the act No. 89/2012 Coll.) regulating mistake as a form of vitiated consent and outline solutions to them on the basis of appropriate interpretation methods. The thesis applies to the legislation of mistake in relation to contracts in general as provided in the civil code, s. 583 - 585 and analyzes the legal consequences made by mistake. The keyword - mistake - is defined in the text in two ways - firstly as discrepancy between the genuine will of the acting person and manifestation of the will, secondly as a defect of the will. The study is primarily focused on the latter case. The text analyzes thoroughly conditions which must be satisfied so that so-called substantial mistake affects legal consequences. These conditions include determining circumstance, mistake caused by the second party and excusability of mistake. A separated chapter is devoted to mistake caused by fraud which is a special type of mistake because of its graveness, and therefore the act provides requirements which are different from those leading to the substantial mistake. The next chapter focuses on mistake caused by the third person. At the end of the work, legal consequences of mistake are illustrated - the right to avoid a...

This diploma thesis deals with the written form of communication by users of the social networking website Facebook and members of specified groups. Its aim is to map errors in written expression in the topics of spelling lexicography, morphology and syntactics. In addition it is focused on analysing the extent to which typographical rules are disregarded. These problems were investigated by analysis of the inserted statuses and comments by the members of the selected and specified groups of Facebook. In my research, I found that a large number of the authors made elementary mistakes in spelling that are taught in the first grade of the primary school. Another important discovery is that many users hold the opinion that observing the grammatical rules is less of a priority than the content of their communication.

The aim of the thesis is to design general recomendations on mistake management in a foreign language classroom which would meet both teachers' and learners' requirements and methods of mistake management in a foreign language classroom which would contribute to development of learners' communicative competence. The following methods were used in the research: analysis of literature on pedagogy, psychology and methodology of foreign language teaching, interview, questionnaire and observation. Thirteen general recommendations and fifteen methods of mistake management in a foreign language classroom which contribute to the development of learners' communicative competence were designed as a result of the research.

Univ., Thèse--Genève, 2006.

Made available in DSpace on 2016-04-27T16:58:53Z (GMT). No. of bitstreams: 1 Ana Maria Paias.pdf: 6600134 bytes, checksum: 1f7709c7d60aa2f33fdfc71732f6837e (MD5) Previous issue date: 2009-05-21 / Secretaria da Educação do Estado de São Paulo / Mathematics taught at school implies mainly in developing the mathematical thinking and the student s skills. These two items are necessary for the comprehension of different situations, including, those from the daily life and also, for support as a tool to other fields of knowledge. It is observed that since Elementary School, Mathematics is shown as an area where students have learning difficulties. Thus, the purpose of this research was to do a study and a diagnosis in respect to the power operation with 9th and 10th graders from a state school in São Paulo. For such, a study was done about the mistake and its importance in the teaching-learning process. It is a descriptive research, quanti-qualitative with the construction of a diagnosis about the students mistakes referring to the power operation, classifying and interpreting them. The theoretical foundation was based on the Anthropological Theory of the Didactic (1999) in the Register of Semiotic Representation from Duval (2003) and in the mistake studies from Cury (2007) The result of the analysis from the students answers indicated that, a great amount of the students does not know the power concept and as a result many understand the power operation as multiplication. Therefore, many facts aggravate the mistake in relation to this topic. The most important factors were the power cases that involved whole negative numbers and fractionary exponents. Categories were created for the analyzed mistakes. Zero also constitutes in a great mistake cause, manly, when it is an exponent because the student does not realize the convention in the right way. As for the exponent 1, it is perceived that the same problem appears in relation to the Mathematical convention, it is also observed that the student does not know how to justify it correctly / A matemática ensinada na escola implica sobretudo desenvolver o pensamento matemático e as habilidades do aluno. Estes dois itens são necessários para a compreensão de diferentes situações, inclusive, aquelas do cotidiano e também, para suporte como ferramenta a outros campos do conhecimento. Observa-se que desde o ensino básico, a Matemática mostra-se como uma área em que os alunos demonstram dificuldades de aprendizagem. Assim, esta pesquisa teve como objetivo realizar um estudo e um diagnóstico a respeito da operação potenciação com alunos da 8ª. Série do Ensino Fundamental e 1ª. Série do Ensino Médio de uma escola pública da rede estadual de ensino do Estado de São Paulo. Para tanto, realizamos um estudo sobre o erro e sua importância no processo de ensino e aprendizagem. Trata-se de uma pesquisa descritiva, quanti-qualitativa com a realização de um diagnóstico sobre os erros dos alunos referentes à operação potenciação, classificar e interpretá-los. A fundamentação teórica foi apoiada na Teoria Antropológica do Didático de Chevallard (1999); nos Registros de Representação Semiótica de Duval (2003) e nos estudos sobre o erro de Cury (2007). O resultado das análises das respostas dos alunos indicou que, grande parte dos alunos, não domina a concepção de potenciação, decorrendo disso muitos entendem a operação potenciação como multiplicação. Assim, vários fatos agravam o erro em relação a esse tópico. Os fatores mais relevantes foram os casos de potência que envolvem números inteiros negativos e expoentes fracionários. O zero e o um também se constituem em grande causa de erros, sobretudo quando eles são expoentes, pois o aluno não observa a convenção de modo correto

Univ., Diss.--Basel, 2003.

A regulamentação das hipóteses de erro no Direito Obrigacional foi objeto de profunda alteração em razão da nova redação atribuída à matéria pelo novo Código Civil e em razão do novo cenário desenhado pelo princípio da manutenção do contrato. A presente dissertação trata das diferenças entre a regulamentação do erro em face do Código anterior (1916 – “CC/16”, artigos 86 a 113) e do novo Código (2002 – “CC/02”, artigos 138 a 166). Além disso, a dissertação trata sobre as conseqüências advindas do desfazimento do negócio jurídico por erro, inclusive sobre eventual indenização. As questões propostas e que subjazem esta dissertação são: em quais situações a parte pode requerer o desfazimento por erro? A existência de erro, somente, é suficiente para que se declare inválido o contrato? E quais são as conseqüências da invalidação do negócio jurídico? Há algum dever indenizatório? As respostas a essas questões serão umas, se analisadas a partir das regras do Código Civil de 1916, e outras, se respondidas com base nas regras do Código Civil de 2002. A dissertação analisa o fato de, em regra, a doutrina apontar como modificação do novo Código Civil a introdução do princípio da proteção da confiança daquele que não agiu em erro. Na verdade, no entanto, essa proteção já era implementada na vigência do Código Civil anterior (CC/16), por meio do dever de indenizar. Portanto, a proteção da outra parte não é novidade introduzida pelo novo Código Civil (CC/02). A tese exposta nesta dissertação aponta para o fato de que, além da proteção da outra parte, a lei protege o contrato em si, como uma forma de proteger o comércio, ou seja, todos os demais contratos que dependem dele, direta ou indiretamente. E essa proteção é colocada em prática ao se dificultar o desfazimento do negócio jurídico por erro. Nesse sentido, o novo Código Civil inovou ao acrescentar um outro requisito para o desfazimento do negócio por erro: a sua recognoscibilidade. / The regulation of the hypotheses of mistake in Contract Law has suffered deep modifications due to the new wording of the new Civil Code and the new scenario drafted by the principle of maintenance of the contract. The presented thesis covers the differences between the old regulation supported by the old Civil Code (1916 – “CC/16”, articles 86 to 113) and the new one (2002 – “CC/02”, articles 138 to 166). Besides that, it deals with the consequences of the extinguishment of the contract due to mistake, including the possibility of indemnification of the other party. The questions posed, which are beneath this thesis, are: in which situations a party may avoid a contract for mistake? The existence of the mistake, solely, is enough to make the contract unenforceable? And what are the consequences? Is there any duty of indemnification? The answers will be different according to the rules of the Civil Code of 1916 and the 2002 one. In general, writers have pointed out as the modification introduced by the new Civil Code the protection of the other party that has not acted in mistake. Actually, this protection has been in evidence since the old Civil Code (CC/16), what was put into practice throughout the duty of indemnification. Thus, the protection of the other party is not the change introduced by the new Civil Code (CC/02). The point is that the new law, besides protecting the other party, protects also the contract itself, as a means of protection of the market, or, in other words, all other contractual relations that depend on it, direct or indirectly. And this protection is put into practice by making more difficult to terminate the contract for mistake. In this sense, the new Civil Code added one more requisite: the recognosibility of the mistake.