Orientador: Lourdes de la Rosa Onuchic / Banca: Ruy Madsen Barbosa / Banca: Miriam Godoy Penteado / Resumo: Esta dissertação tem como objetivo principal verificar qual é a contribuição da Metodologia de Ensino-Aprendizagem de Matemática através da Resolução de Problemas para a disciplina Matemática, no 3º ciclo do Ensino Fundamental, partindo de problemas geradores de novas idéias matemáticas. Dentro da Educação Matemática, atualmente, o ensino-aprendizagem de Matemática através da resolução de problemas é visto como uma metodologia alternativa, que visa à um trabalho centrado no aluno, a partir de problemas geradores de novos conceitos e novos conteúdos matemáticos, levando-o a construir um conhecimento matemático através da resolução desses problemas. Nessa metodologia, o aluno participa da construção do conhecimento com a orientação e a supervisão do professor que, somente no final desse processo de construção, formaliza as novas idéias construídas, utilizando notação e terminologia corretas. As unidades temáticas trabalhadas com esses alunos foram Divisibilidade e Números Racionais. Constatei que, ao trabalhar com esta metodologia, em sala de aula, houve um aumento na motivação, tanto da professora em ensinar quanto dos alunos em aprender. Além disso, em muitas ocasiões, foi possível observar os alunos relacionando suas atividades com alguns tópicos já trabalhados anteriormente. Todos esses fatos, retratados em minha aplicação, reforçam a relevância desse trabalho. A metodologia de pesquisa adotada neste trabalho é a metodologia de Romberg. / Abstract: The main objective of this dissertation is to verify which was the contribution of the Methodology of teaching-learning of Mathematics through Problem Solving for the "disciplina Matemática para o 3º ciclo do Ensino Fundamental", starting from generating problems of new mathematical ideas. Inside the process of Mathematical Education, the teaching-learning of Mathematics through problem solving is seen as an alternative methodology that seeks a kind of work centered in the student, starting from problems which can generate new concepts and new contents. In that methodology, students participate in the construction of knowledge under the teacher's orientation and supervision. Both Divisibility and Rational Numbers were worked with those students. Could be verified that, when working with this methodology in classroom, there was an increase in the interest and motivation, so for the teacher, when teaching, as for the students, when learning. Besides, in many occasions, it was possible to observe the students relating their activities with some mathematical topics, already worked previously. All these facts, portrayed in my application, reinforce the relevance of that work. The research methodology adopted in this work is the methodology of Romberg. / Mestre

Testing a PCB assembly can be very time consuming due to its complexity andcompactness. Tests are desired to be consistent and test coverage should be as highas possible, which is perfect for automated testing software.This thesis intends to develop computer controlled tests of faulty PCB assembliesusing boundary scan, which is meant to quickly locate the error so that an analysisengineer can evaluate it and prevent it from happening in future versions of theproduct. Boundary scan is even able to test the inner circuitry.Testing with boundary scan has been around for quite some time, but in recentyears it has shown to be truly valuable and time saving, due to the increasingcomplexity of PCB assemblies. The conclusions reached in this study are promisingfor future tests and development of PCBs using boundary scan, which has shownto be quite the powerful tool.

Buscamos por meio da pesquisa-ação superar as defasagens encontradas pelos alunos ingressantes no primeiro ano do Ensino Médio, numa escola do interior de São Paulo na cidade de Ibaté, oriundos de diversas escolas do município, durante o ano letivo de 2017. Coletamos e analisamos alguns dados oriundos de avaliações externas Prova Brasil, SARESP e PISA a fim de ter um diagnóstico da situação educacional brasileira e a partir destes dados confrontamos com a realidade local. Percebemos que as defasagens são um grande entrave para o cumprimento dos currículos nas salas de aula e a partir disto buscamos meios para contorná-las dentro da nossa realidade. Este trabalho descreve uma experiência onde trabalhamos e buscamos desenvolver a leitura e a escrita em Matemática, a fim de sanar as limitações impostas pelas defasagens trazidas pelos nossos alunos. Apoiados em práticas que favorecessem o letramento matemático, pudemos a partir de um dado problema formulá-lo em uma linguagem adequada ao nível do desenvolvimento dos alunos, e empregando ferramentas matemáticas chegamos em resultados que puderam ser testados, interpretados e avaliados. Ao final do trabalho, verificamos uma melhora significativa quanto à resolução de problemas, como também em relação à interpretação e análise, onde os alunos puderam valer-se da sua individualidade para a resolução dos problemas propostos. / We seek through the action research to overcome the shortcomings encountered by incoming students in the first year of high school, in a school in the interior of São Paulo in the city of Ibaté, coming from several schools in the municipality during the school year 2017. We collect and analyze some data from external evaluations Prova Brasil, SARESP and PISA in order to have a diagnosis of the Brazilian educational situation and from these data we confront the local reality. We realize that the lags are a great obstacle for the fulfillment of the curricula in the classrooms and from this we look for means to circumvent them within our reality. This paper describes an experience where we work and seek to develop reading and writing in Mathematics, in order to remedy the limitations imposed by the lags brought by our students. Based on practices that favored mathematical literacy, we were able to formulate it in a language appropriate to the level of students development and using mathematical tools to arrive at results that could be tested, interpreted and evaluated. At the end of the study, we noticed a significant improvement in problem solving, as well as in relation to interpretation and analysis, where students were able to use their individuality to solve the problems proposed.

Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-08-03Bitstream added on 2014-06-13T20:13:18Z : No. of bitstreams: 1 pereira_m_me_rcla.pdf: 8013415 bytes, checksum: 6240337750034606cea1effa89e293a9 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta dissertação tem como objetivo principal verificar qual é a contribuição da Metodologia de Ensino-Aprendizagem de Matemática através da Resolução de Problemas para a disciplina Matemática, no 3º ciclo do Ensino Fundamental, partindo de problemas geradores de novas idéias matemáticas. Dentro da Educação Matemática, atualmente, o ensino-aprendizagem de Matemática através da resolução de problemas é visto como uma metodologia alternativa, que visa à um trabalho centrado no aluno, a partir de problemas geradores de novos conceitos e novos conteúdos matemáticos, levando-o a construir um conhecimento matemático através da resolução desses problemas. Nessa metodologia, o aluno participa da construção do conhecimento com a orientação e a supervisão do professor que, somente no final desse processo de construção, formaliza as novas idéias construídas, utilizando notação e terminologia corretas. As unidades temáticas trabalhadas com esses alunos foram Divisibilidade e Números Racionais. Constatei que, ao trabalhar com esta metodologia, em sala de aula, houve um aumento na motivação, tanto da professora em ensinar quanto dos alunos em aprender. Além disso, em muitas ocasiões, foi possível observar os alunos relacionando suas atividades com alguns tópicos já trabalhados anteriormente. Todos esses fatos, retratados em minha aplicação, reforçam a relevância desse trabalho. A metodologia de pesquisa adotada neste trabalho é a metodologia de Romberg. / The main objective of this dissertation is to verify which was the contribution of the Methodology of teaching-learning of Mathematics through Problem Solving for the disciplina Matemática para o 3º ciclo do Ensino Fundamental, starting from generating problems of new mathematical ideas. Inside the process of Mathematical Education, the teaching-learning of Mathematics through problem solving is seen as an alternative methodology that seeks a kind of work centered in the student, starting from problems which can generate new concepts and new contents. In that methodology, students participate in the construction of knowledge under the teacher's orientation and supervision. Both Divisibility and Rational Numbers were worked with those students. Could be verified that, when working with this methodology in classroom, there was an increase in the interest and motivation, so for the teacher, when teaching, as for the students, when learning. Besides, in many occasions, it was possible to observe the students relating their activities with some mathematical topics, already worked previously. All these facts, portrayed in my application, reinforce the relevance of that work. The research methodology adopted in this work is the methodology of Romberg.

Esta memoria tiene como objetivo general crear esquemas de troubleshooting para tecnologías de acceso, en particular, para la tecnología Ethernet y para WiMAX, que corresponde a una tecnología inalámbrica que está entrando en el mercado como una buena alternativa para los proveedores de servicios. Para complementar el trabajo en WiMAX se estudian distintos tipos de enlaces inalámbricos, en donde las fallas son similares sobre todo en la capa física.

Buscamos por meio da pesquisa-ação superar as defasagens encontradas pelos alunos ingressantes no primeiro ano do Ensino Médio, numa escola do interior de São Paulo na cidade de Ibaté, oriundos de diversas escolas do município, durante o ano letivo de 2017. Coletamos e analisamos alguns dados oriundos de avaliações externas Prova Brasil, SARESP e PISA a fim de ter um diagnóstico da situação educacional brasileira e a partir destes dados confrontamos com a realidade local. Percebemos que as defasagens são um grande entrave para o cumprimento dos currículos nas salas de aula e a partir disto buscamos meios para contorná-las dentro da nossa realidade. Este trabalho descreve uma experiência onde trabalhamos e buscamos desenvolver a leitura e a escrita em Matemática, a fim de sanar as limitações impostas pelas defasagens trazidas pelos nossos alunos. Apoiados em práticas que favorecessem o letramento matemático, pudemos a partir de um dado problema formulá-lo em uma linguagem adequada ao nível do desenvolvimento dos alunos, e empregando ferramentas matemáticas chegamos em resultados que puderam ser testados, interpretados e avaliados. Ao final do trabalho, verificamos uma melhora significativa quanto à resolução de problemas, como também em relação à interpretação e análise, onde os alunos puderam valer-se da sua individualidade para a resolução dos problemas propostos. / We seek through the action research to overcome the shortcomings encountered by incoming students in the first year of high school, in a school in the interior of São Paulo in the city of Ibaté, coming from several schools in the municipality during the school year 2017. We collect and analyze some data from external evaluations Prova Brasil, SARESP and PISA in order to have a diagnosis of the Brazilian educational situation and from these data we confront the local reality. We realize that the lags are a great obstacle for the fulfillment of the curricula in the classrooms and from this we look for means to circumvent them within our reality. This paper describes an experience where we work and seek to develop reading and writing in Mathematics, in order to remedy the limitations imposed by the lags brought by our students. Based on practices that favored mathematical literacy, we were able to formulate it in a language appropriate to the level of students development and using mathematical tools to arrive at results that could be tested, interpreted and evaluated. At the end of the study, we noticed a significant improvement in problem solving, as well as in relation to interpretation and analysis, where students were able to use their individuality to solve the problems proposed.

Au cours des dernières années, l'intérêt porté aux performances de la navigation internet n'a cessé de croître au sein de la communauté scientifique. Afin de comprendre la perception qu'a l'utilisateur des performances de la navigation Web, au cours de cette thèse nous abordons différents problèmes liés aux performances de la navigation Internet telle qu'elle est perçue par l'utilisateur final. Cette thèse se compose de trois parties: la première partie présente notre nouvelle plateforme basée sur des mesures faites au niveau du navigateur. Nous présentons les différents paramètres que nous obtenons facilement à partir du navigateur, ainsi que des indicateurs du ressenti de l'utilisateur final. Ensuite nous utilisons des techniques de partitionnement de données afin de trouver les corrélations existantes entre performances de haut niveau et de bas niveau. Dans une seconde partie, nous présentons notre outil de diagnostic appelé “Firelog”. Nous étudions tout d'abord les différentes causes qui peuvent affecter le rendu d'une page Web. Ensuite nous décrivons en détails les différents composant de notre outil et les mesures qu'il effectue. Sur la base des paramètres mesurés, nous illustrons notre modèle pour le diagnostic des performances d'une manière automatique. Dans la dernière partie, nous proposons une nouvelle méthodologie, “Critical Path Method” (ou Méthode du Chemin Critique) pour l'analyse des performances de la navigation Web. Nous expliquons d'abord en détails les caractéristiques intrinsèques du Navigateur lors du rendu d'une page Web, puis nous présentons formellement notre méthodologie. / In recent years, the interest of the research community in the performance of Web browsing has grown steadily. In order to reveal end-user perceived performance of Web browsing, in this thesis work, we address multiple issues of Web browsing performance from the perspective of the end-user. The thesis is composed by three parts: the first part introduces our initial platform which is based on browser-level measurements. We explain measurement metrics that can be easily acquired from the browser and indicators for end-user experience. Then, we use clustering techniques to correlate higher-level performance metrics with lower level metrics. In the second part, we present our diagnosis tool called FireLog. We first discuss different possible causes that can prevent a Web page to achieve fast rendering; then, we describe details of the tool's components and its measurements. Based on the measured metrics, we illustrate our model for the performance diagnosis in an automatic fashion. In the last part, we propose a new methodology named Critical Path Method for the Web performance analysis. We first explain details about Web browser's intrinsic features during page rendering and then we formalize our the methodology.

The aim of this master thesis is to develop a suggested methodology for how to use Mavenoid infrastructure to improve customer support of DEFA EV chargers. Mavenoid is a company that helps other companies automate customer support, especially troubleshooting. This is done with Mavenoid models, interactive selfhelp tools that guide end users without technical knowledge through the troubleshooting process. Mavenoid models provide value both by deflecting cases (the end user solves the problem on their own using the model) and triaging cases (collect relevant information about the problem before escalating the case to a human support agent) The main methodology to develop a suggested methodology was learning by doing, using the suggested methodology to actually implement Mavenoid models available to end users on DEFA’s home page. This was complemented with a literature review, interviews and data analysis from model usage. The suggested methodology is to iteratively follow the steps of deciding which models to build, make priorities within these models, build the models, analyze their performance and continuously improve the models. To decide models, carefully evaluate DEFA’s support situation to decide where Mavenoid models would have the greatest impact. Force yourself to make quantitative assumptions to estimate a payback time for each possible model. For each model, carefully prioritize what to include and where the focus should be using estimates of frequency, value and time to model. Build the models to maximize deflection and triage and minimize abandoned sessions. Collect and analyze data from model usage and use this information to improve the models. To prioritize between possible improvements, force yourself to make quantitative assumptions of value and time to model and rank improvements by payback time. Limit the improvements you make either by time available or desired payback time. The potential business opportunity between Mavenoid and its customers is more attractive the more support cases the customer has and the larger fraction of end users that use Mavenoid. The business opportunity varies greatly with assumptions that are very difficult to estimate accurately at the early stages of a Mavenoid implementation. This indicates that Mavenoid models should be implemented step by step and assumptions updated when more data is available. Implementing Mavenoid models can be both positive and negative from a sustainable development perspective. They could encourage people to repair products instead of replacing them, scale renewable energy technology faster and remove boring and repetitive tasks from support staff. On the other hand, they might not be appreciated by all end users, could lead to increased electricity consumption and potential unemployment for support staff. Being about a largely unresearched topic, the results in this thesis are relatively subjective. This suggested methodology was used and proved to work to implement Mavenoid models for DEFA EV charging stations but it should be seen as one possible methodology, not the confirmed best methodology. / Syftet med detta examensarbete är att utveckla en metodologi för hur Mavenoids teknologi kan användas till att förbättra kundsupporten för DEFAs elbilsladdare. Mavenoid är ett företag som hjälper andra företag att automatisera kundsupport, särskilt felsökning. Detta görs med Mavenoidmodeller, interaktiva självhjälpsverktyg som guidar slutanvändare utan teknisk kunskap genom felsökningsprocessen. Mavenoidmodeller ger värde både genom att slutanvändaren löser problemet på egen hand genom att använda modellen (deflection) och genom att samla relevant information om problemet innan ärendet eskaleras till teknisk support (triage). Den huvudsakliga metoden för att utveckla metodologin var att lära genom att göra, faktiskt implementera Mavenoidmodeller och göra de tillgängliga för slutanvändare på DEFA: s hemsida. Detta kompletterades med en litteraturöversikt, intervjuer och dataanalys av hur modellerna användes. Den föreslagna metodologin är att iterativt följa stegen besluta vilka modeller som ska byggas, prioritera inom dessa modeller, bygga modellerna, analysera data från dem och kontinuerligt förbättra modellerna. För att bestämma modeller, utvärdera DEFAs supportsituation noggrant för att bestämma var Mavenoid-modellerna skulle ha störst inverkan. Tvinga dig själv att göra kvantitativa antaganden för att uppskatta en återbetalningstid för varje möjlig modell. För varje modell ska du noggrant prioritera vad du ska inkludera och var fokus ska vara genom att använda uppskattningar av frekvens, värde och tid att modellera. Bygg modellerna för att maximera deflection och triage och minimera övergivna sessioner. Samla och analysera data från modellerna och använd denna information för att förbättra modellerna. För att prioritera mellan möjliga förbättringar, tvinga dig själv att göra kvantitativa antaganden om värde och tid att modellera och rangordna förbättringar efter återbetalningstid. Begränsa de förbättringar du gör antingen utifrån tillgänglig tid eller önskad återbetalningstid. Den potentiella affärsmöjligheten mellan Mavenoid och dess kunder är mer attraktiv ju fler supportärenden kunden har och ju större andel slutanvändare som använder Mavenoid. Affärsmöjligheten varierar kraftigt med antaganden som är mycket svåra att uppskatta i början av ett projekt att implementera Mavenoidmodeller. Detta indikerar att Mavenoidmodeller bör implementeras steg för steg och antaganden uppdateras när mer data finns tillgängligt. Implementering av Mavenoid-modeller kan vara både positivt och negativt sett till hållbar utveckling. De kan uppmuntra människor att reparera produkter istället för att byta ut dem, skala upp förnybar energiteknologi snabbare och ta bort tråkiga och repetitiva uppgifter från teknisk support. Å andra sidan kanske de inte uppskattas av alla slutanvändare, kan leda till ökad elförbrukning och potentiell arbetslöshet för de som jobbar inom teknisk support. Eftersom examensarbetet handlar om ett relativt outforskat ämne är resultaten relativt subjektiva. Denna föreslagna metodologi användes och visade sig fungera för att implementera Mavenoidmodeller för DEFAs elbilsladdare men den bör ses som en möjlig metodologi, inte den bekräftat bästa metodologin.

This thesis presents a program developed to implement techniques for troubleshooting digital boards. There are old boards still in service that have no built in testing circuits. This makes troubleshooting them time consuming and difficult. In making this program two questions were posed; "How would a technician normally perform this operation?" and "How can a program help him/her do this better?" Having experience as a technician himself, the author could easily answer the first question. The experienced technician would put a known sequence of inputs into the board and compare the actual outputs to the expected. Any outputs that did not compare would lead the technician to the section of board most closely related to the fault. Within this new section, new signals are probed while the same patterns of inputs are repeated. This technique is commonly referred to as bracketing. Bracketing involves these four steps: 1.Select where to probe. 2.Run test inputs and sample. 3.Use sampled information to reduce the suspect set. 4.If the suspect set is not a single component then repeat steps 1 through 4. The answer to the second question has no easy answer. That is where it is hoped this program can help. The program uses information from a non-faulted VHDL model of the board to learn what to expect. Since there is no interface to a real probed board, VHDL is also used to model the faulted board. / Master of Science

To troubleshoot equipment installed in geographically distant locations, equipment manufacturers and system integrators are increasingly resorting to remote diagnosis in order to reduce the down time of the equipment, thereby achieving savings in cost and time on both the customer and manufacturer side. Remote diagnosis involves the use of communication technologies to perform fault diagnosis of a system located at a site distant to a troubleshooter. In order to achieve remote diagnosis, several frameworks have been proposed incorporating advancements such as automated fault diagnosis, collaborative diagnosis and mobile communication techniques. Standards exist for the capabilities representative of different levels of remote equipment diagnosis. Several studies have been performed to analyze the ability of human machine interface to assist troubleshooters in local fault diagnosis. However, the ability of a remote diagnosis system architecture to assist the troubleshooter in performing diagnosis and the effects of the failure types and other factors in a remote diagnosis environment on remote troubleshooting performance are not frequently addressed. In this thesis, an attempt is made to understand the factors that affect remote troubleshooting performance: remote diagnosis architecture, nature of failure, skill level of the local operator and level of expertise of the remote troubleshooter. For this purpose, three hierarchical levels of remote diagnosis architectures to diagnose failures in a PLC based automated assembly system were built based on existing standards. Common failures in automated assembly systems were identified and duplicated. Experiments were performed in which expert and novice troubleshooters used these remote diagnosis architectures to diagnose different types of failures while working with novice and engineer operators. The results suggest that in the diagnosis of failures related to measured or monitored system variables by remote expert troubleshooters, remote troubleshooting performance improved with the increase in the levels of the remote diagnosis architectures. In contrast, in the diagnosis of these failures by novice troubleshooters, no significant difference was observed among the three architectures in terms of remote troubleshooting performance and the novice troubleshooters experienced problems with managing the increased information available. Failures unrelated to monitored system parameters resulted in significantly reduced remote troubleshooting performance with all the three architectures in comparison to the failures related to monitored system parameters for both expert and novice troubleshooters. The experts exhibited better information gathering capabilities by spending more time per information source and making fewer transitions between information sources while diagnosing failures. The increase in capabilities of the architectures resulted in reduced operator interaction to a to a greater extent with experts. The difference in terms of overall remote troubleshooting performance between engineer and novice operators was not found to be significant.