Orientador: Lourdes de la Rosa Onuchic / Banca: Regina M.S.P. Tangredi / Banca: Romulo Campos Lins / Resumo: Este trabalho tem como tema central de investigação o ensino-aprendizagem das equações algébricas através da resolução de problemas. Nesta abordagem buscaram-se respostas para a questão de seu ensino no final do 3 ano do Ensino Médio. O estudo levou a um aprofundamento teórico de temas como: o ensino-aprendizagem da matemática, a matemática necessária para um trabalho com equações algébricas e uma metodologia de ensino-aprendizagem da matemática através de resolução de problemas. Na pesquisa de campo a coleta de dados utilizou-se de entrevistas, questionário, análise de documentos legais, análise de livros didáticos e não didáticos. Os tópicos de análise foram: a importância do ensino-aprendizagem das equações algébricas no final do terceiro ano do Ensino Médio, a utilização das equações algébricas em cursos universitários e como o ensino das equações algébricas no final do Ensino Médio é visto por alguns autores de livros didáticos e pesquisadores em Educação Matemática. Ainda, o tema equações algébricas assume o papel de enfeixar um programa de ensino de matemática ao longo de doze anos de estudo. A metodologia adotada neste trabalho foi a Metodologia de Romberg. / Abstract: This research has as central theme of investigation the teaching and learning of algebraic equations through problem solving. In this approach we have looked for answers to some questions about its teaching at the end of the third year of High School. The study took us to a theoretical deepening of themes like: the teaching and learning of mathematics, the necessary mathematics for a study with algebraic equations and a methodology of mathematics teaching and learning through problem solving. In the field research, we used interviews, questionnaires and analysis of legal documents and books. The topics of analysis were: the importance of teaching and learning of algebraic equations at the end of third year of High School, the use of algebraic equations in undergraduate courses and how the teaching of this topic at the end of High School is seen by some writers in mathematics education. So, the theme algebraic equations assumes the role of tying together the teaching of mathematics through twelve years of studying. As research methodology we adopted the Romberg's Methodology. / Mestre

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-10-03Bitstream added on 2014-06-13T18:52:53Z : No. of bitstreams: 1 azevedo_eq_me_rcla.pdf: 5218368 bytes, checksum: 48d4b3729b2c248f6e63e4d7f72e828e (MD5) / Este trabalho tem como tema central de investigação o ensino-aprendizagem das equações algébricas através da resolução de problemas. Nesta abordagem buscaram-se respostas para a questão de seu ensino no final do 3 ano do Ensino Médio. O estudo levou a um aprofundamento teórico de temas como: o ensino-aprendizagem da matemática, a matemática necessária para um trabalho com equações algébricas e uma metodologia de ensino-aprendizagem da matemática através de resolução de problemas. Na pesquisa de campo a coleta de dados utilizou-se de entrevistas, questionário, análise de documentos legais, análise de livros didáticos e não didáticos. Os tópicos de análise foram: a importância do ensino-aprendizagem das equações algébricas no final do terceiro ano do Ensino Médio, a utilização das equações algébricas em cursos universitários e como o ensino das equações algébricas no final do Ensino Médio é visto por alguns autores de livros didáticos e pesquisadores em Educação Matemática. Ainda, o tema equações algébricas assume o papel de enfeixar um programa de ensino de matemática ao longo de doze anos de estudo. A metodologia adotada neste trabalho foi a Metodologia de Romberg. / This research has as central theme of investigation the teaching and learning of algebraic equations through problem solving. In this approach we have looked for answers to some questions about its teaching at the end of the third year of High School. The study took us to a theoretical deepening of themes like: the teaching and learning of mathematics, the necessary mathematics for a study with algebraic equations and a methodology of mathematics teaching and learning through problem solving. In the field research, we used interviews, questionnaires and analysis of legal documents and books. The topics of analysis were: the importance of teaching and learning of algebraic equations at the end of third year of High School, the use of algebraic equations in undergraduate courses and how the teaching of this topic at the end of High School is seen by some writers in mathematics education. So, the theme algebraic equations assumes the role of tying together the teaching of mathematics through twelve years of studying. As research methodology we adopted the Romberg's Methodology.

In 2022, it is a common place that digital historical newspapers (DHN) have become increasingly available. Despite the undeniable progress in the supply of DHN and the methods to perform rigorous quantitative analysis, however, working with DHN still poses various pitfalls, especially when scholars use data provided by third parties, such as libraries or commercial providers. Reporting from a current project, we want to share our experiences and communicate the various problems we faced while working with DHN. After a short project summary, we present the main problems that we faced in our project and that we think might also be relevant for other scholars, particularly those who work in small research groups. We arrange these problems according to an archetype workflow, which is divided into the three steps of corpus acquisition, corpus evaluation, and corpus preparation. By raising some red flags, we want to call attention to what we think common DHN related problems, to raise awareness for potential pitfalls, and, this way, to provide some guidelines for scholars who consider using DHN for their research.

Large, software intensive systems are typically developed using a feature oriented development paradigm in which feature specifications are derived from domain requirements and features are implemented to satisfy such specifications. Historically, this approach has been followed in the telecommunications industry. More recently, in the automotive industry, features (for e.g. electronic stability control, collision avoidance etc.) are being developed as part of a software product line and a suitable subset of these features is integrated in an automobile model based on market requirements. Typically, features are designed independently by different engineering teams and are integrated later to create a system. Integrating features that are designed independently is extremely hard because the interactions between features are not understood properly and any incompatibilities may lead to costly redesign. In this thesis, we propose a framework for developing feature based systems such that even if features are incompatible, they can be integrated without redesign. Our view is that a feature based system consists of a base system and multiple features (or controllers), each of which independently advise the base system on how to react to an input so as to conform to their respective specifications. Such a system may reach a point of “conflict” between two or more features when they do not agree on a common action that the base system should perform. Instead of redesigning one or more features for resolving a conflict, we propose the novel notion of “conflicttolerance”, which requires features to be “resilient” or “tolerant” with regard to violations of their advice. Thus, unlike a classical feature, a conflicttolerant feature observes that its advice has been overridden, and takes this fact into account before proceeding to offer advice for subsequent behaviour of the base system. Conflict-tolerant features are composed using a priority order such that whenever a conflict occurs between two features, the base system continues with the advice of the higher priority feature. We guarantee that each feature is “maximally” utilized in that its advice is not taken only when there is a conflict with some higher priority controller. We show how to specify conflict-tolerant features for finite state, timed, and hybrid systems and also provide decision procedures for automated verification of finite state and timed systems. This provides a compositional technique for verifying systems which are composed of conflict-tolerant features. Our framework for developing feature based systems enables conflictresolution without redesign. The scope for reusing conflict tolerant features is significantly higher thus reducing design and verification effort.