Made available in DSpace on 2017-07-21T20:56:29Z (GMT). No. of bitstreams: 1 Eduardo Carmazio.pdf: 7001251 bytes, checksum: 4c310eb95a8e95aeed7a06a46e97a59e (MD5) Previous issue date: 2016-06-03 / This work is the result of a survey of teachers of Freshwater municipalities and Joaçaba, both of Santa Catarina Midwest, where they collected data on the learning difficulties of students in the first segment of elementary school from mathematics discipline. This research revealed that the operation of subtraction is one of the most difficult content to be taught. Hence, the problem: "As a continuing education course for the early years teachers can help in working with the concept of subtraction?". Thus, based on the conceptual understanding of theories by Liping Ma, it was constructed the course of conceptual learning, and the decomposition and the use of numerical straight main tools for this. The use of motivating factors for the topic discussed reach students and sensitize teachers to use the practical proposals for their classes. The course consists of 12 hours of discussion and 30 hours of practice with students; the application of the topics covered will not be restricted to that period. The emphasis of the course is to provide to students the opportunity of building, in the field of their minds, the necessary conditions to learn subtraction and connect this topic with other important topics of knowledge. The results were analyzed interpretively, of qualitative nature, with applied purpose. In this work we report and comment all the stages of this process. / O presente trabalho é resultado de uma pesquisa realizada com professoras dos municípios de Água Doce e Joaçaba, ambos do meio oeste catarinense, onde foram coletados dados relativos às dificuldades de aprendizagem dos alunos do primeiro segmento do ensino fundamental na disciplina de matemática. Tal pesquisa revelou a subtração como conteúdo de maior frequência dentre as dificuldades listadas e isso motivou a construção de um curso para professores dos anos iniciais discutindo subtração, aliada à adição. Daí, o problema: “Como um curso de formação continuada para professores dos anos iniciais poderá contribuir no trabalho com o conceito de subtração?”. Assim, com base nas teorias de entendimento conceitual de Liping Ma, construiu-se o curso evidenciando a aprendizagem conceitual, tendo a decomposição e o uso da reta numérica como ferramentas principais para tal. Foi explorado o uso de fatores motivadores para que o tema abordado atingisse os alunos e sensibilizasse as professoras a utilizarem as práticas propostas durante suas aulas. Trata-se de um curso composto por 12 horas de discussão e 30 horas de prática com alunos, cuja aplicação dos temas abordados não será restrita a esse período. A ênfase do curso está em proporcionar aos alunos a oportunidade de construir, no campo de suas mentes, as condições necessárias para o aprendizado da subtração e conectar os conhecimentos que possui a outros que virão. Os resultados foram analisados de forma interpretativa, de natureza qualitativa com finalidade aplicada. Estão aqui relatadas e comentadas todas as etapas desse processo.

Made available in DSpace on 2017-07-21T20:56:32Z (GMT). No. of bitstreams: 1 Joao Luiz Schirlo.pdf: 3001788 bytes, checksum: ebeb16c14bb33d71895859d68fba5750 (MD5) Previous issue date: 2014-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Mathematics is part of everyone's life both on facts of everyday life, as in the act of telling and operate on quantities, as for complex facts, as in the formulation and derivation of relations of a theory that requires the use of mathematical rigor. In this context, namely solving the four fundamental operations of arithmetic - addition, subtraction, multiplication and division - is essential for the student to learn to solve basic situations of your everyday life as well as to solve the school problem situations. Given this fact, in this research devised to the conclusion of the Professional Master's Program in Mathematics in National Network, there was a exploratory research in order to answer the following question: What prior knowledge on the four fundamental operations of arithmetic, students from two state public schools of the city of Ponta Grossa, presented at the beginning of the 1st year of high school?, aiming to probe the prior knowledge on the four fundamental operations of arithmetic. To do so, we applied an activity with addition, subtraction, multiplication and division operations in order to obtain information about the prior knowledge that the subjects - 203 students, aged between 13 and 20 years, from seven classes in the 1st year of high school, in the morning, afternoon and night - this research presented on these operations. It is noteworthy that the analysis of the data was raised a qualitative study and showed that several students had prior knowledge to develop operations that do not require regrouping carry and do not involve decimals. In particular, the multiplication operations, few students have had prior knowledge of multiplication tables, mainly from the 6 times table. And in division operations, which require prior knowledge related subtraction and multiplication, only a minority of students have presented these knowledge to solve them. Thus, knowing these data can contribute to effective learning of students and teachers' reflections about their methodological practices to be used in the classroom. For example, to fill the gap of the previous knowledge that the subjects of this research have presented, it is suggested the use of Table Value Place because this material is a feature that enhances the meaning of the decimal positional representation that can help them domain have the fundamental principle of the decimal number system, thus, understanding the function of groups and trade. Then it is understood that probe the prior knowledge that the subjects of this research presented on the four fundamental operations of arithmetic is necessary to respect the structure of a cumulative discipline such as Mathematics. Furthermore, we note that prior knowledge plays a key role in the discipline of mathematics activity because only adds to unify concepts and lines of reasoning and adapting known methods and new content results. / A Matemática faz parte da vida de todos tanto em fatos do dia a dia, como no ato de contar e operar sobre quantidades, quanto em fatos complexos, como na formulação e derivação de relações de uma teoria que exige o uso do rigor matemático. Nesse contexto, saber resolver as quatro operações fundamentais da aritmética – adição, subtração, multiplicação e divisão – é fundamental para que o aluno saiba resolver situações elementares da sua vida cotidiana, assim como para resolver as situações-problemas escolares. Diante desse fato, nessa pesquisa idealizada para a conclusão do Mestrado Profissional em Matemática em Rede Nacional, realizou-se uma pesquisa de natureza exploratória, visando responder ao seguinte questionamento: Quais conhecimentos prévios, sobre as quatro operações fundamentais da aritmética, os alunos de dois colégios da rede pública estadual do município de Ponta Grossa, apresentaram no início do 1º Ano do Ensino Médio?, com o objetivo de sondar os conhecimentos prévios, sobre as quatro operações fundamentais da aritmética. Para tanto, aplicou-se uma atividade com operações de adição, subtração, multiplicação e divisão, de forma a se obter informações sobre os conhecimentos prévios que os sujeitos – 203 alunos, com idade entre 13 e 20 anos, oriundos de sete turmas do 1º ano do Ensino Médio, nos períodos matutino, vespertino e noturno – dessa pesquisa apresentaram sobre essas operações. Ressalta-se que a análise dos dados angariados foi de cunho qualitativo e revelaram que vários alunos apresentaram conhecimento prévio para desenvolver as operações que não exigem realizar reagrupamento e não envolvem números decimais. Em particular, nas operações de multiplicação, poucos alunos apresentaram ter conhecimento prévio das tabuadas, principalmente a partir da tabuada do 6. E, nas operações de divisão, que exigem conhecimentos prévios relacionados a subtração e multiplicação, apenas a minoria dos alunos apresentaram ter esses conhecimentos para resolver as mesmas. Assim, conhecer esses dados pode contribuir para um aprendizado efetivo dos alunos e para reflexões dos professores quanto as suas práticas metodológicas a serem utilizadas em sala de aula. Por exemplo, para suprir a lacuna dos conhecimentos prévios que os sujeitos dessa pesquisa apresentaram ter, sugere-se o uso do Quadro Valor de Lugar, pois esse material é um recurso que reforça o significado da representação posicional decimal, que pode auxiliá-los a terem domínio do princípio fundamental do sistema de numeração decimal, para assim, entenderem a função dos agrupamentos e das trocas. Entende-se, então, que sondar os conhecimentos prévios que os sujeitos dessa pesquisa apresentaram sobre as quatro operações fundamentais da aritmética se faz necessário, para respeitar a própria estrutura de uma disciplina cumulativa como a Matemática. Além disso, nota-se que os conhecimentos prévios desempenham um papel fundamental na atividade da disciplina de Matemática, pois permitem agregar, unificar conceitos e linhas de raciocínio, e adaptar métodos e resultados conhecidos a novos conteúdos.

A Subtração Radiográfica Digital (SRD) vem sendo vastamente utilizada para inúmeros fins em Odontologia. Uma de suas aplicações é a avaliação do resultado radiográfico de procedimentos regenerativos. Este estudo avaliou radiograficamente defeitos infra-ósseos de 2 ou 3 paredes tratados com a proteína derivada da matriz do esmalte (PME) e/ou o retalho de espessura total reposto (RET). Foram selecionados 11 pacientes (3 ? / 8 ?) com periodontite crônica apresentando 2 ou mais defeitos. Antes da cirurgia e após 1 ano foram coletados os dados clínicos e radiográficos. Para a padronização radiográfica foi utilizado um posicionador modificado. Revelou-se os filmes numa processadora automática. As películas foram digitalizadas (500dpi/8bits) em um escaner (SprintScan 35 Plus - Polaroid). Através do programa AxioVision v 3.0 (Carl Zeiss) mediu-se as distâncias da JEC à crista óssea (CO), ao fundo do defeito (FD). Para criar uma escala milimétrica e calibrar a mensuração foi utilizada uma tela quadriculada (2 x 2 mm). As porcentagens de mudança óssea (MO) também foram calculadas. Os resultados mostraram perda da CO de 1,8 mm para PME (MO = -20,93%), revelando diferença estatística neste grupo (p<0,02), e de 0,9 mm para RET (MO = -10,71%), sem diferença entre os grupos. Observou-se maior preenchimento do FD em RET (1,1 mm; MO = 8,14%) do que em PME (-0,6 mm; MO = -3,92%), com diferença entre os grupos (p<0,01). Dentro das limitações deste estudo, conclui-se que através da análise por SRD linear o tratamento convencional de defeitos infra-ósseos humanos promoveu melhores resultados quando comparado à aplicação da PME. / Digital Subtraction Radiographic (DSR) has been widely used for several purposes in Dentistry. Among them is the radiographic evaluation of the results of regenerative procedures. This study evaluated radiographically 2 and 3-wall infra-bony defects which were treated with matrix derivative enamel protein (PME) and/or repositioned flap (RET). Eleven patients (3 ? / 8 ?) with chronic periodontitis were selected, presenting 2 or more defects. Clinical and radiographic data were collected before surgery. A modified filmholder was used to take standardized radiographs. X-ray were developed using an automatic machine. The films were digitized (500dpi/8bits) with the scanner SprintScan 35 Plus (Polaroid). The software AxioVision v 3.0 (Carl Zeiss) was used to measure the distances from the JEC to the alveolar crest (CO), to the bottom of the defect (FD). A grid (2 x 2 mm) was used to establish a milimetric scale after calibration. The amount of bone changes (MO) was also calculated. Results have shown loss of bone at the CO of 1,8 mm (PME) (MO = -20,93%), showing statistic significance (p<0,02), and of 0,9 mm to RET group (MO = -10,71%). No significant differences could be observed when groups were compared. A better fill was observed in the RET group (1,1 mm; MO = 8,14%) than in the PME group (-0,6 mm; MO = -3,92%), showing statistical significance between groups (p<0,01). In conclusion, radiographic analysis has shown that conventional treatment of human intra-bony defects promotes better results when compared to the application of PME.

Made available in DSpace on 2016-04-29T13:18:10Z (GMT). No. of bitstreams: 1 Dissertacao Rafaella Donini.pdf: 2309638 bytes, checksum: 405d21097a263527ef48b0256483d536 (MD5) Previous issue date: 2005-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The educator can carry out the teaching starting by the behaviors already established in the student s repertoire, which reminds us the importance of developing instruments to assess this repertoire of the student.. The purpose of the present research was to construct a sequence of prerequisite behaviors to the teaching of addition and subtraction, to construct an instrument that would allow us to describe a sample of the child s performance on tasks involving those behaviors identified in the sequence, and to test this instrument with children. The construction of the sequence of behaviors was made through he comparison of the behaviors proposed in the National Reference Curriculum to Child Education (1998), which guides the teaching of children in pre-schools; in the National Curriculum Parameters to Elementary Teaching (2000), devoted to the teaching of children in elementary schools; in elementary mathematics skills teaching programs presented by behavior analysts; and in didactic books. The comparison between these different works indicated that they were complementary, proposing behaviors related to the behaviors proposed by others, and making a gradual increase in the difficulty between behaviors. The sequence was composed by behaviors that involved the relation between spoken numbers, quantities, and numerals, comparisons between quantities and numerals, ordering quantities and numerals in ascending and descending sequences and addition and subtraction signs. The tasks that tested these behaviors involved simple discrimination, non-conditional discrimination, conditional discrimination, and constructed-response.. The instrument built, which had the sequence of behaviors as the starting point, was tested with a pre-school child and two elementary school children. The stimuli used in each task were either printed in sheets of paper or figures, sets and numerals presented separately..After being instructed, the child emitted an active response and consequences contingent to his/her participation on the tasks were made available at the end of the session. Based on the children s performances, it could be noticed that the instrument (although needed to have some tasks reformulated) was useful for identifying irrelevant dimensions of the stimulus that controlled correct and incorrect responses, which frequently come unnoticed by the teachers in classrooms, and also for identifying that the mistakes committed by the children were mostly behaviors involving numeric values bigger than three and complex behaviors that involved a combination of the concept of number and some other concept / O educador pode implementar o ensino partindo dos comportamentos que já estão estabelecidos no repertório do aluno, o que remete à importância de serem elaborados instrumentos que caracterizem esse repertório de entrada do aluno. Sendo assim, a presente pesquisa teve como objetivos construir uma seqüência de comportamentos pré-requisitos para o ensino da adição e da subtração, construir um instrumento que permitisse descrever uma amostra de desempenho de crianças em tarefas envolvendo aqueles comportamentos identificados na seqüência, e testar esse instrumento com crianças. A construção da seqüência de comportamentos foi feita a partir da comparação dos comportamentos propostos no Referencial Curricular Nacional para a Educação Infantil (1998), o qual orienta o ensino de crianças que freqüentam instituições de educação infantil, nos Parâmetros Curriculares Nacionais para o Ensino Fundamental (2000), dedicado ao ensino de crianças freqüentadoras do primeiro e do segundo ciclos do ensino fundamental, nos programas de ensino do repertório matemático elementar apresentados por analistas do comportamento, e em livros didáticos. A comparação entre os diversos trabalhos indicou que eles se complementam, uns propondo comportamentos que se relacionam aos comportamentos propostos por outros, e tornando mais gradual o aumento de dificuldade entre os comportamentos. A seqüência foi composta de comportamentos que envolveram a relação entre números falados, quantidades e numerais, comparações entre quantidades e numerais, ordenação de quantidades e numerais nas seqüências crescente e decrescente e sinais de adição e de subtração. As tarefas que testaram tais comportamentos envolveram discriminações simples, discriminações não condicionais, condicionais e resposta construída. O instrumento construído a partir da seqüência de comportamentos foi testado com uma criança freqüentadora de uma instituição de educação infantil, com uma criança do primeiro ciclo do ensino fundamental e outra criança freqüentadora do segundo ciclo. Os estímulos usados em cada tarefa eram ou impressos em folhas de papel ou apresentados de maneira avulsa. Após a instrução, a criança emitia um resposta ativa e conseqüências contingentes à participação nas tarefas eram liberadas no final da sessão. A partir do desempenho das crianças, observou-se que o instrumento, embora tenha que ter algumas de suas tarefas reformuladas, foi útil ao identificar dimensões irrelevantes do estímulo que controlaram respostas corretas e incorretas das crianças, controle este que freqüentemente passa desapercebido por professores em sala de aula, e ao identificar que os erros se concentraram em comportamentos que envolveram valores numéricos superiores a três e em comportamento complexos que envolveram o entrelaçamento entre o conceito de número e algum outro conceito

Este trabalho tem por objetivo propor um sistema computacional automático capaz de identificar, a partir de imagens de vídeos, o comportamento do tráfego veicular rodoviário. Todos os códigos gerados foram escritos em Python, com o uso da biblioteca OpenCV. O primeiro passo do sistema proposto foi remover o background do frame do vídeo. Para isso, foram testados três métodos disponíveis no OpenCV, com métricas baseadas em uma Matriz de Contingência. O MOG2 foi escolhido como melhor método, processando 64 FPS, com mais de 95% de taxa de exatidão. O segundo passo do sistema envolveu detectar, rastrear e agrupar features dos veículos em movimento. Para isso, foi usado o algoritmo de Shi-Tomasi, junto com funções de fluxo ótico para o rastreamento. No agrupamento, usou-se a distância entre os pixels e as velocidades relativas de cada feature. No passo final, foram extraídos tanto as informações microscópicas quanto as informações macroscópicas em arquivos de relatório. Os arquivos têm padrões definidos, salvos em CSV. Também foi gerado, em tempo de execução, um diagrama espaço-tempo. Desse diagrama, é possível extrair informações importantes para as operações de sistemas de transportes. A contagem e a velocidade dos veículos foram usadas para validar as informações extraídas, comparadas a métodos tradicionais de coletas. Na contagem, o erro médio em todos os vídeos foi de 12,8%. Na velocidade, o erro ficou em torno de 9,9%. / The objective of this research is to propose an automatic computational system capable to identify, based on video images, traffic behavior on highways. All written code was made using Python, with the OpenCV library. The first step of the proposed system is to subtract the background from the frame. We tested three different background subtraction methods, using a contingency table to extract performance metrics. We decided that MOG2 was the best method for this research, processing frames at 64 FPS and scoring more than 95% on accuracy rate. The second step of the system was to detect, track and group all moving vehicle features. We used Shi-Tomasi detection method with optical flow to track features. We grouped features with a mixture of distance between pixels and relative velocity. For the last step, the algorithm exported microscopic and macroscopic information on CSV files. The system also produced a space-time diagram at runtime, in which it was possible to extract important information to transportation system operators. To validate the information extracted, we compared vehicle counting and velocities with traditional extraction methods. The algorithm had a mean error rate of 12.8% on counting vehicles, while achieving 9.9% error rate in velocity.

More than one million fetal deaths occur in the United States every year [1]. Monitoring the long-term heart rate variability provides a great amount of information about the fetal health condition which requires continuous monitoring of the fetal heart rate. All the existing technologies have either complex instrumentation or need a trained professional at all times or both. The existing technologies are proven to be impractical for continuous monitoring [2]. Hence, there is an increased interest towards noninvasive, continuous monitoring, and less expensive technologies like fetal phonocardiography. Fetal Phonocardiography (FPCG) signal is obtained by placing an acoustic transducer on the abdomen of the mother. FPCG is rich in physiological bio-signals and can continuously monitor the fetal heart rate non-invasively. Despite its high diagnostic potential, it is still not being used as the secondary point of care. There are two challenges as to why it is still being considered as the secondary point of care; in the data acquisition system and the signal processing methodologies. The challenges pertaining to data acquisition systems are but not limited to sensor placement, maternal obesity and multiple heart rates. While, the challenges in the signal processing methodologies are dynamic nature of FPCG signal, multiple known and unknown signal components and SNR of the signal. Hence, to improve the FPCG based care, challenges in FPCG signal processing methodologies have been addressed in this study. A comparative evaluation was presented on various advanced signal processing techniques to extract the bio-signals with fidelity. Advanced signal processing approaches, namely empirical mode decomposition, spectral subtraction, wavelet decomposition and adaptive filtering were used to extract the vital bio-signals. However, extracting these bio-signals with fidelity is a challenging task in the context of FPCG as all the bio signals and the unwanted artifacts overlap in both time and frequency. Additionally, the signal is corrupted by noise induced from the fetal and maternal movements as well the background and the sensor. Empirical mode decomposition algorithm was efficient to denoise and extract the maternal and fetal heart sounds in a single step. Whereas, spectral subtraction was used to denoise the signal which was later subjected to wavelet decomposition to extract the signal of interest. On the other hand, adaptive filtering was used to estimate the fetal heart sound from a noisy FPCG where maternal heart sound was the reference input. The extracted signals were validated by obtaining the frequency ranges computed by the Short Time Fourier Transform (STFT). It was observed that the bandwidths of extracted fetal heart sounds and maternal heart sounds were consistent with the existing gold standards. Furthermore, as a means of additional validation, the heart rates were calculated. Finally, the results obtained from all these methods were compared and contrasted qualitatively and quantitatively.

A new approach to image-space hardware-based rendering of Constructive Solid Geometry (CSG) models is presented. The work is motivated by the evolving functionality and performance of computer graphics hardware. This work is also motivated by a specific industrial application --- interactive verification of five axis grinding machine tool programs. The goal is to minimise the amount of time required to render each frame in an animation or interactive application involving boolean combinations of three dimensional shapes. The Sequenced Convex Subtraction (SCS) algorithm utilises sequenced subtraction of convex objects for the purpose of interactive CSG rendering. Concave shapes must be decomposed into convex shapes for the purpose of rendering. The length of Permutation Embedding Sequences (PESs) used as subtraction sequences are shown to have a quadratic lower bound. In many situations shorter sequences can be used, in the best case linear. Approaches to s ubtraction sequence encoding are presented including the use of object-space overlap information. The implementation of the algorithm is experimentally shown to perform better on modern commodity graphics hardware than previously reported methods. This work also examines performance aspects of the SCS algorithm itself. Overall performance depends on hardware characteristics, the number and spatial arrangement of primitives, and the structure and boolean operators of the CSG tree.

<p>In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods.  The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.</p><p> </p>

As the number of surveillance cameras and mobile platforms with cameras increases, automated detection and tracking of objects on these systems gain importance. There are various tracking methods designed for stationary or moving cameras. For stationary cameras, correspondence based tracking methods along with background subtraction have various advantages such as enabling detection of object entry and exit in a scene. They also provide robust tracking when the camera is static. However, they fail when the camera is moving. Conversely, histogram based methods such as mean shift enables object tracking on moving camera cases. Though, with mean shift object&rsquo / s entry and exit cannot be detected automatically which means a new object&rsquo / s manual initialization is required. In this thesis, we propose a dual-mode object tracking system which combines the benefits of correspondence based tracking and mean shift tracking. For each frame, a reliability measure based on background update rate is calculated. Interquartile Range is used for finding outliers on this measure and camera movement is detected. If the camera is stationary, correspondence based tracking is used and when camera is moving, the system switches to the mean shift tracking mode until the reliability of correspondence based tracking is sufficient according to the reliability measure. The results demonstrate that, in stationary camera mode, new objects can be detected automatically by correspondence based tracking along with background subtraction. When the camera starts to move, generation of false objects by correspondence based tracking is prevented by switching to mean shift tracking mode and handing over the correct bounding boxes with a seamless operation which enables continuous tracking.

In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods.  The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.