Submitted by Cintia Harumi Samizava null (cintiasamizava@gmail.com) on 2018-01-31T00:41:43Z No. of bitstreams: 1 DISSERTAÇÃOCOMPLETA_CINTIAHARUMISAMIZAVA.pdf: 3610908 bytes, checksum: 2d8956928edb831d00bfcfe835dcc696 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-01-31T13:09:45Z (GMT) No. of bitstreams: 1 samizava_ch_me_sjrp.pdf: 3610908 bytes, checksum: 2d8956928edb831d00bfcfe835dcc696 (MD5) / Made available in DSpace on 2018-01-31T13:09:45Z (GMT). No. of bitstreams: 1 samizava_ch_me_sjrp.pdf: 3610908 bytes, checksum: 2d8956928edb831d00bfcfe835dcc696 (MD5) Previous issue date: 2018-01-17 / O presente trabalho apresenta uma proposta de sequência didática composta por atividades, envolvendo o conteúdo de funções polinomiais de 1º e 2º graus, desenvolvidas com o auxílio do programa educacional Geogebra. O objetivo consiste em dar significado ao conteúdo, já estudado nas chamadas “aulas tradicionais”, permitindo que os estudantes se apropriem de forma consistente dos conceitos e possam explorá-los através da análise e comparação de gráficos, os quais, sem dúvida podem ser mais facilmente construídos com a utilização do referido software. A proposta, motivada pela percepção inicial de que o método tradicional não garante o aprendizado, foi confirmada em uma pesquisa que envolveu alunos da Escola Estadual Professora Angélica de Oliveira, na cidade de Álvares Machado. O primeiro passo na realização do trabalho consistiu no levantamento de referenciais teóricos em busca de soluções para as dificuldades encontradas no ensino do conteúdo em questão. Neste sentido, o uso de tecnologias de informática, mais especificamente do software Geogebra, foi escolhido como forma de potencializar a aprendizagem. / This work presents a didactic sequence proposal containing activities about polynomials functions of first and second degrees, which was developed using the educational sofware Geogebra. The goal is to give meaning to the subject, already studied in traditional classes, allowing to the students the effective appropriation of the concepts and its exploring through the analysis and comparison of graphs, which can be easier constructed using the software. The proposal, motivated by the initial perception that the so-called traditional lessons do not enhance learning, was confirmed in a research that involved students of the Estadual Professora Angélica de Oliveira School, located in Álvares Machado, São Paulo state. The first step was to search bibliographic references looking for solutions to the difficulties found to teach these contents. In this sense, the computational Technologies, more specifically the Geogebra software, was chosen as a way to enhance learning.

Made available in DSpace on 2015-03-03T15:36:13Z (GMT). No. of bitstreams: 1 MarcioVS_DISSERT.pdf: 6782214 bytes, checksum: 71e5ba2e6e9d741be401e5153c1b4ad0 (MD5) Previous issue date: 2014-07-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this work are presented, as a review and in a historical context, the most used methods to solve quadratic equations. It is also shown the simplest type of change of variables, namely: x = Ay + B where A;B 2 R, and some changes of variables that were used to solve quadratic equations throughout history. Finally, a change of variable, which has been used by the author in the classroom as an alternative method, is presented and the result of this methodoly is illustrated by the responses of a test that was done by the students in classroom / Neste trabalho s?o apresentados, como revis?o e num contexto hist ?rico, os m?todos mais utilizados de resolver equa??es de 2? grau. E apresentado tamb ?m o tipo maissimples de mudan ?a de vari ?veis, a saber: x = Ay + B onde A;B 2 R, e mostrado como algumas mudan ?as de vari ?veis foram utilizadas na resolu ??o de equa ??ess do segundo grau ao longo da hist ?ria. Finalmente, uma mudan ?a de vari ?vel, que tem sido utilizada pelo autor em sala de aula como um m et?do alternativo, e apresentada e o resultado da aplica ??o de tal m ?todo e ilustrado atr?v es das respostas de um teste

Bakgrund: Det är vanligt att kvinnor under en vaginal förlossning drabbas av grad II-bristning. I barnmorskans ansvarsområde ingår att handlägga dessa bristningar. Forskning visar att det finns begränsat med rutiner kring dessa bristningar och att fokus ofta ligger på grad III- och grad IV-bristningar trots att även grad II-bristningar kan ge långtidskomplikationer. Syfte: Syftet var att beskriva barnmorskans erfarenhet av handläggning vid uppkommen grad II-bristning. Metod: Semistrukturerade individuella intervjuer genomfördes med åtta barnmorskor verksamma vid en mellanstor förlossningsavdelning i Mellansverige. Kvalitativ innehållsanalys användes för att analysera materialet. Resultat: Fyra kategorier och två underkategorier identifierades. Kategorierna var Information, Kollegialt stöd, Behov av uppföljning och Undersökning och underkategorierna Strategier för återkoppling och Dokumentation. Slutsats: Det framkom en osäkerhet hos barnmorskorna gällande diagnostisering och suturering av grad II-bristning. Detta gällde främst de barnmorskor med minst yrkeserfarenhet. Barnmorskorna uttryckte också en önskan om bättre återkoppling på de bristningar de suturerat samt en bättre uppföljning för de kvinnor som fått en grad II-bristning. Resultatet visade även att barnmorskorna informerar kvinnorna på olika sätt gällande deras bristning. Inga tydliga rutiner finns gällande vilken information som ska ges eller på vilket sätt. Klinisk tillämpbarhet: Studiens resultat syftar till att skapa ökad kunskap och riktlinjer kring grad II-bristningar. Ytterligare forskning skulle kunna beröra information i samband med bristningen och när den är bäst att ge. / Background: Many women sustain a second-degree tear when giving birth vaginally. The work field of a midwife includes managing these injuries. There is limited research regarding this field and the focus tend to be on third- and fourth-degree tears, even though second-degree tears may also result in long-term complications. Aim: The aim was to investigate the midwife’s experience of managing second-degree tears. Method: Eight semi-structured individual interviews were conducted with midwives working at a medium large maternity ward located in the middle of Sweden. Qualitative content analysis was used to analyze the material. Results: Four categories and two subcategories were identified. The categories were: Information, The support of colleagues, The need for follow-ups and Physical examination and the subcategories were: Feedback strategies and Documentation. Conclusion: The result show that midwives feel insecure when managing second-degree tears, especially the midwives with less experience. The midwives also requested more feedback from the women they sutured regarding their second-degree tears and the midwives also wished for a better follow-up for the women with second-degree tears. The result also showed that the midwives give different information to women regarding their tears. No pronounced routines were found regarding what information to give and in what way. Clinical application: The results of the study aim to increase the knowledge and to develop routines regarding second-degree tears. More knowledge is needed about information given about the tear and when it is the best time to give information.

This diploma thesis Healthy lifestyle of pupils of the second grade of selected Prague primary school was prepared with the aim of finding out the healthy lifestyle of the pupils of the given group that is, pupils of the second grade of the Prague school. The standard CINDI Health Monitor method was used for this finding, thanks to which it is possible to compare healthy people's lifestyles across age groups. This method includes a standard set of questions to which probands answer dichotomously or yes-no. Our research has been supplemented by questions specific to our age group. These questions were evaluated by the percentage of positive answers and compared with previous surveys across age groups. Specifically with a group of students and adults over the age of 25. In terms of statistics, a correlate was also used, which better captured the relationship between the given age groups. Another goal of this work was to establish recommendations for the recovery of the health style of students who were the subject of this work, based on the intersection of the results with theoretical background. The selected group of pupils has a good health style, which may be due to the location of the school and also its culture, as there are many sports students. The main recommendation for pupils is to limit...

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / O estudo realizado nesta dissertaÃÃo, busca apresentar as seccÃes cÃnicas, dando Ãnfase a uma abordagem por meio de uma geometria sintÃtica e elementar, onde o trabalho à desenvolvido da seguinte forma: inicia-se com uma abordagem histÃrica, assim como a sua relaÃÃo com o cone circular; em seguida, à feito um estudo sintÃtico sobre as cÃnicas, exclusivamente, no plano; apresenta-se algumas superfÃcies quÃdricas; a equaÃÃo geral do segundo grau à apresentada como uma representaÃÃo algÃbrica de uma cÃnica e sÃo mostradas diversas situaÃÃes, onde as cÃnicas surgem de forma, curiosamente, natural, alÃm das inÃmeras aplicaÃÃes prÃticas em diversas Ãreas do conhecimento. / The study in this dissertation, seeks to present the conic sections, emphasizing an approach by means of a synthetic and elementary geometry, where the work is carried out as follows: begins with a historical approach, as well as their relationship with the circular cone; then itâs done a synthetic study on the conical exclusively on the plan; It presents some quadric surfaces; the general equation of the second degree is presented as an algebraic representation of a conic and are shown several situations where the conical arise so, curiously, natural, in addition to numerous practical applications in various fields of knowledge.

Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. They should be able to solve quadratic equations and apply this knowledge in solving problems, explain the properties of a function, as well as be able to set up, interpret and use some nonlinear functions as models for real processes. To implement these recommendations, it is crucial to understand the students’ way of experiencing quadratic equations and functions, and describe the meaning these have for the students in relation to the possibility they have to their experience of them. The aim of this thesis is to analyse, understand and explain the relation between the handled and learned content, which consists of second-degree equations and quadratic functions, in classroom practice. This means that content is the research object and not the teacher’s conceptions or knowledge of, or about this content. This restriction implies that the handled and learned contents are central in this study and will be analysed from different perspectives. The study includes two teachers and 45 students in two different classes. The data consist of video-recordings of lessons, individual sessions, interviews and the teachers’/researcher’s review of the individual sessions. The students’ tests also constituted an important part of the data collection. When analysing the data, concepts relating to variation theory have been used as analytical tools. Data have been analysed in respect of the teachers’ focus on the lesson content, which aspects are ignored and which patterns of dimensions of variations are constituted when the contents are handled by the teachers in the classroom. Also, data have been analysed in respect of the students’ focus when they solve different exercises in a test situation. It can be shown that the meaning of parameters, the unknown quantity in an equation and the function’s argument change several times when the teacher presents the content in the classroom and when the students solve different exercises. It can also be shown that the teachers and the students develop complicated patterns of variation during the lessons and that the ways in which the teachers open up dimensions of variation play an important role in the learning process. The results indicate that there is a convergent variation leading the students to improve their learning. By focusing on some aspects of the objects of learning and create convergent variations, it is possible for the students to understand the difference between various interpretations of these aspects and thereafter focus on the interpretation that fits in a certain context. Furthermore, this variation leads the students to make generalisations in each object of learning (equations and functions) and between these objects of learning. These generalisations remain over time, despite working with new objects of learning. An important result in this study is that the implicit or explicit arguments of a function can make it possible to discern an equation from a function despite the fact that they are constituted by the same algebraic expression. / Ekvationer och funktioner har en viktig roll i olika matematiska moment, som exempelvis algebra, trigonometri, programmering och analys. Under gymnasiets matematikkurs B förväntas det att eleverna ska lära sig lösa andragradsekvationer och vad som kännetecknar en funktion samt att de ska kunna tolka och använda en andragradsfunktion. Trots det ökade intresset för medborgare med djupare matematiska kunskaper redovisas ständigt larmrapporter från landets tekniska högskolor och universitet om allt sämre matematikkunskaper hos de nyantagna studenterna. För att förstå elevernas problem med och i matematik behövs ökad kunskap om elevernas lärande i relation till vad det är i innehållet som behandlas i klassrummet. Syftet med denna studie är att analysera, söka förstå och förklara relationen mellan vad som framställs i matematiskt innehåll rörande andragradsekvationer och andragradsfunktioner i klassrumspraktiken och elevernas lärande av detsamma. Fokus ligger på relationen mellan det framställda och det lärda innehållet och inte på att analysera lärarnas uppfattningar eller deras kunskap i ämnet. Denna begränsning innebär att det är innehållet som är det centrala i min studie och som kommer att analyseras ur olika perspektiv. 45 elever och två lärare deltog i undersökningen. Data består av videoinspelade lektioner, lärarnas individuella genomgång, sekvenser när lärarna tillsammans med mig tittade på och diskuterade den individuella genomgången samt intervjuer med eleverna. Elevernas prov utgör en viktig del i samlandet av data. Det variationsteoretiska perspektivet ger mig teoretiska begrepp som fungerar som analysverktyg för att tolka det empiriska materialet i min studie. Tillämpningen av variationsteori har gjort det möjligt att analysera lärandet ur två perspektiv, nämligen vad som erbjuds och vad som erfars i ett innehåll. I det erbjudna lärandeobjektet har lärarnas undervisningshandlingar analyserats som uttryck för de aspekter, delar och helheter som eleverna erbjuds att urskilja samt deras relation till varandra. Det framställda innehållet i läromedlet har analyserats utifrån samma princip, det vill säga genom att identifiera fokuserade aspekter, delar och helheter samt deras relation till varandra. Därefter har analysen fokuserat på att identifiera de variationer som öppnas upp eller begränsas i lärarens och läromedlets framställning av objekten för lärande. På så sätt kunde de aspekter som är möjliga att urskilja utifrån framställningen av lärandeobjekten identifieras och relateras till mönster av variation. Elevernas erfarande har studerats som uttryck för de aspekter, delar och helheter som urskiljs när de löser olika uppgifter samt hur dessa aspekter relateras till varandra. De aspekter som blir urskiljda och sättet på vilket detta görs, har gjort det möjligt att identifiera vilka aspekter som är kritiska för elevernas lärande. Resultaten visar att komplexa dimensioner av variation öppnas upp i det innehåll som eleverna erbjuds. Det förefaller vara vad som här kallas för konvergenta variationer som leder till ett mer fullständigt lärande. Det är denna variation som gör det möjligt för eleverna att göra generaliseringar inom varje objekt för lärande (ekvationer och funktioner) och mellan dessa lärande objekt. Dessa generaliseringar kvarstår, trots att man arbetar med nya lärandeobjekt. Dessutom kan det konstateras att parametrar, den obekanta storheten i en ekvation och funktionens argument är kritiska aspekter i elevens lärande och att meningen med dem ändras flera gånger när lärare presenterar innehållet i klassrummet och när eleverna löser olika uppgifter. Vidare demonstreras att huruvida funktionens argument framträder i explicit eller implicit form kan ha avgörande betydelse för om läraren i sin framställning av lärandeobjekten och elever i sitt erfarande av dem skiljer eller inte skiljer en funktion från en ekvation.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-30T12:42:38Z No. of bitstreams: 1 Luciana Oliveira.pdf: 1501796 bytes, checksum: 666ac86cdfadf43266f72c90ebc84c0a (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T14:15:32Z (GMT) No. of bitstreams: 1 Luciana Oliveira.pdf: 1501796 bytes, checksum: 666ac86cdfadf43266f72c90ebc84c0a (MD5) / Made available in DSpace on 2013-06-11T14:15:32Z (GMT). No. of bitstreams: 1 Luciana Oliveira.pdf: 1501796 bytes, checksum: 666ac86cdfadf43266f72c90ebc84c0a (MD5) Previous issue date: 2001 / A presente pesquisa teve como objetivo estudar de que forma o uso do jogo, enquanto recurso de ensino – aprendizagem, no ensino médio, contribui para a construção crítica, prazerosa e consciente do conhecimento, na disciplina Língua Portuguesa, buscando observar e investigar as atividades desenvolvidas, no sentido de avaliar seus resultados.Tomamos como espaço empírico quatro turmas de primeiro ano do Ensino Médio, no CEFET-Ba, em virtude da experiência, nessa Instituição, de um projeto ludopedagógico, desenvolvido pelas professoras envolvidas na pesquisa. A partir das investigações feitas, definimos nossa concepção de jogo, adotando como suporte teórico as contribuições de Huizinga, Brougère, Chateau, Kishimoto, Piaget, entre outros. Realizamos entrevistas, aplicamos questionários e fizemos observações diretas. As ações e o discurso dos educandos e educadores nos fizeram concluir que o jogo, no Ensino Médio, na disciplina Língua Portuguesa, proporciona ao adolescente a oportunidade de experimentar uma aprendizagem mais significativa, onde, pela experiência, ele vai percebendo e compreendendo os conteúdos da matéria como elementos vivos e dinâmicos. / Salvador

This master thesis deals with the leisure time activities of pupils of second degree of primary school in selected locations of microregion Bystřicko and České Budějovice. The diploma thesis analyses selected leisure time activities in both locations and it explores the relationship of leisure time activities and their clients ( in this case the pupils of second degree of primary school). The thesis emphasize on the question, whether the pupils can take use of the possibilities that are available in the given region or not. The author presents both of chosen regions in the theoretical part, specifies the most important theoretical terms and analyses layout and diversity of leisure time activities in selected regions. A separate chapter is the relationship between leisure time activities and risk behavior of teen-agers. The output of the master thesis will be recommendations in the area of propagation of leisure time activities in selected regions and increase of the attractiveness for the target group.

Made available in DSpace on 2016-06-02T20:02:57Z (GMT). No. of bitstreams: 1 6413.pdf: 3646555 bytes, checksum: 4696574cf603ee7adb4b694494419212 (MD5) Previous issue date: 2014-09-30 / In this work we attempt to answer the question: Can the methods that great mathematicians have used for almost 4 thousand years of history be helpful in the learning process? With a few years of experience in 2nd degree equations, we realize that as soon as the students learn the popular and well-known Bháskara formula (continue...). / Neste trabalho procuramos responder ao questionamento: Os métodos que grandes Matemáticos usaram no decorrer de quase 4 mil anos de história podem auxiliar no aprendizado? Com alguns anos de experiência no ensino de equações do 2º grau, percebemos que assim que os alunos aprendem a popularmente conhecida fórmula de Bháskara, , qualquer outro esforço no sentido de justificar ou discutir uma equação da forma , é feito em vão (continua...).

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2018-04-05T12:41:18Z No. of bitstreams: 1 PDF - Leonardo Silva Santos.pdf: 45329037 bytes, checksum: c76adf0a7ddebac7a4d99073c6981919 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2018-04-10T15:10:34Z (GMT) No. of bitstreams: 1 PDF - Leonardo Silva Santos.pdf: 45329037 bytes, checksum: c76adf0a7ddebac7a4d99073c6981919 (MD5) / Made available in DSpace on 2018-04-10T15:10:34Z (GMT). No. of bitstreams: 1 PDF - Leonardo Silva Santos.pdf: 45329037 bytes, checksum: c76adf0a7ddebac7a4d99073c6981919 (MD5) Previous issue date: 2017-03-09 / Faced with all problems related to the teaching and learning of Algebra, this work proposes the elaboration and application of a methodological didactic alternative that seeks to give meaning to the teaching and learning process of the methods of resolution of equations of the second degree. Thus, the present work presents the results of the application in a class of 9th year of elementary school of a sequence of activities mediated by the History of Mathematics, which approaches the methods of solving the equation of the second degree developed by Al - Khwarizmi . In order to do so, we sought to investigate the effects of the applied activities, so that the students perceived the construction of the methods while interacting wit h the activities, making the study of this topic more significant. As a methodological approach was used the qualitative research, being characterized as an action type research, with interventions in the classroom. The instruments used for data collection were: questionnaire, sequence of activities in light of the History of Mathematics, observation, logbook, final evaluation and interview. The analysis of the results confirm the objectives of the study, indicating that a methodology based on the development of teaching activities supported in constructivism and mediated by the History of Mathematics provides meaningful learning for the student, since most of the students performed and obtained good results in the applied activities. / Diante de toda problemática relativa ao ensino e aprendizagem da Álgebra, este trabalho propõe a elaboração e aplicação de uma alternativa didática metodológica que busca dar significado ao processo de ensino e aprendizagem dos métodos de resolução de equações do 2º grau. Sendo assim, o presente trabalho, apresenta os resultados da aplicação em uma turma de 9º ano do ensino fundamental, de uma sequência de atividades mediadas pela História da Matemática, a qual aborda os métodos de resolução da equação do 2º grau desenvolvidos por Al-Khwarizmi. Para tanto, buscou-se investigar, os efeitos das atividades aplicadas, de modo que os estudantes percebessem a construção dos métodos ao passo que interagiam com as atividades, tornando o estudo deste tópico mais significativo. Como abordagem metodológica foi utilizada a pesquisa qualitativa, sendo caracterizada como uma pesquisa do tipo ação, com intervenções na sala de aula. Os instrumentos utilizados para a coleta de dados foram: questionário, sequência de atividades à luz da História da Matemática, observação, diário de bordo, avaliação final e entrevista. A análise dos resultados confirmam os objetivos do estudo, indicando que uma metodologia baseada no desenvolvimento de atividades de ensino apoiadas no construtivismo e mediada pela História da Matemática proporciona aprendizado significativo para o aluno, pois a maioria dos alunos realizou e obteve bons resultados nas atividades aplicadas.