The aim of the thesis was through a new analysis of interviews with teachers of mathematics, to describe didactic practices used by teachers while teaching selected topics (namely, proportions, linear equations, divisibility, percent, symmetry, Pythagorean theorem ) and compare them with the practices reported in textbooks and other literature. First, teaching methods, teaching forms and the mechanism of concept development by M. Hejný are given. Based on the analysis of more than thirty interview, it was found that teachers use the usual didactic practices but also create their own methods and procedures. These methods and techniques are provided for each critical issue separately in the fourth chapter of the thesis. Furthermore, the content analysis of selected textbooks is given for each topic. Identified practices of teachers which they use in their teaching practice, form the result of my work.

Title: Educational environment additive polygons and polyhedrons Summary: The main intention of the work is to introduce a new mathematical educational environment that would be especially attractive for pupils in the grades 6. -9., but also in the secondary schools, universities or primary schools The work consists of six parts. In the introduction are mentioned the reasons that led me to choose this topic. The second chapter describes the theoretical basis of the work. The third section describes in detail the environment of additive polygons, both its aspects - mathematical and educational one. Analogously, as it is in the third chapter, is processed the fourth chapter that is dedicated to the environment of additive polyhedrons. The fifth chapter is devoted to the linking of the environment of additive polygons and polyhedrons into the linear algebra. In conclusion are provided further opportunities of work with this environment.

Vilka svårigheter blir synliga när eleverna ska lära sig den analoga klockan? Genom en learning study undersöker den här studien vilka kritiska aspekter som går att urskilja. De kritiska aspekterna har definierats utifrån tidigare forskning samt genom intervjustudier med en matematiklärare i åk 4. Utifrån variationsteorins centrala begrepp har studien byggt en lektionsserie på tre lektioner som utgår från att låta eleverna få syn på de kritiska aspekterna. Studien visar att eleverna har svårt att se hur den analoga klockan är uppbyggd och att den analoga klockan har sin grund i en annan talbas än 10-bas, den sexagiesmala talbasen. Lektionserien genomförs i två klasser i årskurs 4. Lektionsserien föregås av en kunskapstest och samma test genomförs efter avslutande lektioner.  Resultatet visar att när undervisningen låter eleverna få syn på de kritiska aspekterna förbättras elevernas förmåga att kunna förstå och avläsa den analoga klockan. Eleverna förbättrade sin förmåga att dela upp klockans sexio minuter i olika stora delar med korrekt antal minuter i varje del. De visade också förbättrad förståelse för de olika visarnas funktion och visade på ökad förståelse relationen mellan timvisaren och minutvisaren. De förbättrade också förmågan att skilja på när den analoga klockan är “i” och “över”. / Vilka svårigheter blir synliga när eleverna ska lära sig den analoga klockan? Genom en learning study undersöker den här studien vilka kritiska aspekter som går att urskilja. De kritiska aspekterna har definierats utifrån tidigare forskning samt genom intervjustudier med en matematiklärare i åk 4. Utifrån variationsteorins centrala begrepp har studien byggt en lektionsserie på tre lektioner som utgår från att låta eleverna få syn på de kritiska aspekterna. Studien visar att eleverna har svårt att se hur den analoga klockan är uppbyggd och att den analoga klockan har sin grund i en annan talbas än 10-bas, den sexagiesmala talbasen. Lektionserien genomförs i två klasser i årskurs 4. Lektionsserien föregås av en kunskapstest och samma test genomförs efter avslutande lektioner.  Resultatet visar att när undervisningen låter eleverna få syn på de kritiska aspekterna förbättras elevernas förmåga att kunna förstå och avläsa den analoga klockan. Eleverna förbättrade sin förmåga att dela upp klockans sexio minuter i olika stora delar med korrekt antal minuter i varje del. De visade också förbättrad förståelse för de olika visarnas funktion och visade på ökad förståelse relationen mellan timvisaren och minutvisaren. De förbättrade också förmågan att skilja på när den analoga klockan är “i” och “över”. / What difficulties become visible when students have to learn the analog clock? Through a learning study, this study examines which critical aspects can be distinguished. The critical aspects have been defined based on previous research and through interview studies with two mathematics teachers in year 4. Based on the central concept of variation theory, the study has built a lesson series of three lessons based on letting the critical aspect become visible to the students. The study shows that the students have difficulties understanding how the analog clock is structured and that the analog clock is based on the sexagiesmal base rather than the decimal. The lesson series is carried out in two classes in year 4. The lesson series is preceded by a knowledge test and the same test is carried out after the final lessons. The results show that when we allow the students to become aware of the critical aspects, the students' ability to understand and read the analog clock is improved. The results show that when the teaching allows the students to see the critical aspects, the students' ability to understand and read the analog clock is improved. The students improved their ability to divide the sixty minutes of the clock into different parts with the correct number of minutes in each part. They also showed an improved understanding of the function of the various hands and showed an increased understanding of the relationship between the hour hand and the minute hand. They also improved the ability to distinguish when the analog clock is "to” and "past".

In this work, we are interested in Growth of Galton-Watson trees under two different models: (1) Galton-Watson (GW) forests with lifetimes and/or immigrants, and (2) Galton-Watson forests with mutation, which we call Galton-Watson-Clone-Mutant forests, or GWCMforests. Under each model, we study certain consistent families (Fλ)λ≥0 of GW/GWCM forests and associated decompositions that include backbone decomposition as studied by many authors. Specifically, consistency here refers to the property that for each μ ≤ λ, the forest Fμ has the same distribution as the subforest of Fλ spanned by the blue leaves in a Bernoulli leaf colouring, where each leaf of Fλ is coloured in blue independently with probability μ/λ. In the first model, the case of exponentially distributed lifetimes and no immigration was studied by Duquesne and Winkel and related to the genealogy of Markovian continuous-state branching processes (CSBP). We characterise here such families in the framework of arbitrary lifetime distributions and immigration according to a renewal process, and show convergence to Sagitov’s (non-Markovian) generalisation of continuous-state branching renewal processes, and related processes with immigration. In the second model, we characterise such families in terms of certain bivariate CSBP with branching mechanisms studied previously by Watanabe and show associated convergence results. This is related to, but more general than Bertoin’s study of GWCM trees, and also ties in with work by Abraham and Delmas, who study directly some of the limiting processes.

Made available in DSpace on 2016-04-27T17:13:02Z (GMT). No. of bitstreams: 1 aguinaldo rama.pdf: 834376 bytes, checksum: 115c94033b3852d2fd9618f3cb19a427 (MD5) Previous issue date: 2005-11-08 / Made available in DSpace on 2016-08-25T17:25:34Z (GMT). No. of bitstreams: 2 aguinaldo rama.pdf.jpg: 1943 bytes, checksum: cc73c4c239a4c332d642ba1e7c7a9fb2 (MD5) aguinaldo rama.pdf: 834376 bytes, checksum: 115c94033b3852d2fd9618f3cb19a427 (MD5) Previous issue date: 2005-11-08 / We present an analysis of three collections of mathematics text books for primary school. The choice of the collections is oriented by the synthesis presented in the guidebook of the Plano Nacional do Livro Didático. The goal of the analysis is to investigate the way the authors approach the integers, mainly the concept of divisibility. Our main focus concerns proof strategies and the use of challenging problem situations. Two other aspects are considered: relations between integers and other mathematical subjects, particularly álgebra and geometry; articulations between old and new contents, and the resulting review of subjects, during which it is expectec that the learners growing maturity is taken into consideration. We verify that one of the collections presents good informal proofs, suitable for this learning level, using a variety of methods; it also properly explores the potencial of problems related to integers. The second collection presents some convincing proofs together with unsuitable ones, while the third one states several properties without exibiting explanation concerns. The last ones provide few problems demanding a greater sophistication of reasoning. The three collections present the subject in 5th and 6th grades, in the context of natural numbers, and no overview is provided after the introduction of negative numbers. The second part of the work is dedicated to middle school. We examine the eleven collections recomended by the guidebook of the Plano Nacional do Livro do Ensino Médio. We analyse the review of the integers at the beggining of the first books of the collections. Generally speaking, the review is superficial; divisibility concepts including negatives is explored only in the context of exercises. Few more elaborated problems are proposed Finally, we suggest actitities for middle scholl relating integers to a variety of themes, as geometry, complex number, polynomials, combinatorial analysis / Apresentamos uma análise de três coleções de livros de matemática do ensino fundamental. Tomamos como referência para a escolha dos livros as sínteses constantes no guia do Plano Nacional do Livro Didático. O objetivo dessa análise é verificar a forma como os autores abordam os números inteiros, em particular o conceito de divisibilidade. Damos maior atenção para dois aspectos: as estratégias adotadas para demonstrações referentes ao assunto, e o uso de situações-problema desafiadoras. Também consideramos dois outros aspectos: articulações entre números inteiros e as demais áreas da matemática, em particular a álgebra e a geometria; articulações entre conteúdos novos e já conhecidos, e as conseqüentes retomadas de temas, nas quais espera-se que o suposto amadurecimento dos estudantes seja considerado. Constatamos que uma das coleções apresenta boas provas informais, adequadas para esse estágio de aprendizagem, usando métodos variados; também explora de modo conveniente o potencial de problemas envolvendo números inteiros. A segunda coleção apresenta algumas demonstrações convincentes, e outras inadequadas; a terceira enuncia diversas propriedades sem preocupação com justificativas. Nessas duas últimas, poucos problemas exigem maior sofisticação de raciocínio. Nas três coleções o assunto é enfocado quase exclusivamente na 5º e na 6º série, no âmbito dos números naturais, não sendo retomado no contexto dos inteiros, após a introdução dos negativos. A segunda parte do trabalho é dedicada ao ensino médio. Consultamos as onze coleções recomendas pelo guia do Plano Nacional do Livro do Ensino Médio. Analisamos a revisão dos inteiros feita no início dos primeiros livros dessas coleções. De modo geral, essa retomada é superficial; o conceito de divisibilidade entre inteiros, incluindo os negativos, pode ser apreciado somente em uns poucos exercícios. Poucos problemas mais elaborados são propostos. Finalizamos com sugestões de atividades para o ensino médio envolvendo números inteiros, em conexão com assuntos variados, tais como: geometria, números complexos, polinômios, análise combinatória

In my diploma thesis I deal with historical numerical procedures and their application in teaching. In a total of eight chapters, I describe counting techniques from history, such as magic squares, interesting counting algorithms, unconventional divisibility criteria, ancient numeration techniques, golden ratio, figurate numbers, and graphic papers. I deal with the use of historical numerical methods in teaching in the final chapter. This chapter contains eight worksheets and activity suggestions with methodical commentary.

The essay analyzes the role that time plays in the single specific transaction, in order to revisit the classic category of long-term contracts. In this perspective, considering the variety of interests involved, the author reexamines the structuralist traditional concept of durable obligations related to a continuing and repeated prevision, aiming to associate long-term contracts mainly to the functional divisibility of the whole contract itself, to the concrete cause realized by negotiation through the time, to a dynamic consideration of the interests that parties would achieve through the duration. Therefore, the main idea of the proposed analysis is that a careful investigation only of the contractual interests of the parties, aside from any abstract and typological approach, can offer a convincing way of solving problems about the still discussed nature of long-term contracts. / El presente estudio analiza la función que cumple el tiempo en las transacciones contractuales específicas, con el fin de revisar la clásica categoría de los contratos de duración. En esta perspectiva, al considerar la diversidad de los intereses implicados, el autor reanaliza el tradicional concepto estructuralista de las obligaciones de duración referida a una prestación continuada y repetida, teniendo por objetivo asociar, principalmente, a los contratos de duración con la divisibilidad funcional del propio contrato, con la causa concreta realizada por la negociación a través del tiempo y con una consideración dinámica del interés que las partes pretenden satisfacer a través de la duración. Por tanto, la idea principal del análisis propuesto es que solo una atenta investigación del interés contractual de las partes, dejando de lado todo enfoque abstracto y tipológico, puede ofrecer una forma convincente de solucionar los problemas sobre la aún discutida naturaleza de los contratos de duración.

This work contains an overview of the results concerning number-theoretic pro- perties of some significant combinatorial sequences such as factorials, binomial coef- ficients, Fibonacci and Catalan numbers. These properties include parity, primality, prime power divisibility, coprimality etc. A substantial part of the text should be accessible to gifted high school students, the results are illustrated with examples. 1

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-08T11:31:38Z No. of bitstreams: 2 Dissertação - Luis Henrique Pereira da Silva - 2015.pdf: 1093576 bytes, checksum: 6d4e251c8d5464c6328fb953341355d9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-08T12:56:48Z (GMT) No. of bitstreams: 2 Dissertação - Luis Henrique Pereira da Silva - 2015.pdf: 1093576 bytes, checksum: 6d4e251c8d5464c6328fb953341355d9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-08T12:56:48Z (GMT). No. of bitstreams: 2 Dissertação - Luis Henrique Pereira da Silva - 2015.pdf: 1093576 bytes, checksum: 6d4e251c8d5464c6328fb953341355d9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to demonstrate in a practical way the divisibility criteria 2-97 in sieve Eratostenes with cutting the right and the left, based on the method of multiplication and division Egyptian. The entire process is demonstrated using the divisibility to whole numbers, greatest common divisor, prime numbers, decomposition in prime factors and matching. / Este trabalho tem como objetivo demonstrar de modo prático os critérios de divisibilidade de 2 a 97 no crivo de Eratóstenes com os corte a direita e a esquerda, baseando-se no método de multiplicação e divisão egípcia. Todo processo é demostrado utilizando a divisibilidade para números inteiros, máximo divisor comum, números primos, decomposi ção em fatores primos e congruência.

Ce travail de thèse porte sur différentes caractérisations des modèles multivariés de stables-Tweedie multiples dans le cadre des familles exponentielles naturelles sous la propriété de "steepness". Ces modèles parus en 2014 dans la littérature ont été d’abord introduits et décrits sous une forme restreinte des stables-Tweedie normaux avant les extensions aux cas multiples. Ils sont composés d’un mélange d’une loi unidimensionnelle stable-Tweedie de variable réelle positive fixée, et des lois stables-Tweedie de variables réelles indépendantes conditionnées par la première fixée, de même variance égale à la valeur de la variable fixée. Les modèles stables-Tweedie normaux correspondants sont ceux du mélange d’une loi unidimensionnelle stable-Tweedie positive fixé et les autres toutes gaussiennes indépendantes. A travers des cas particuliers tels que normal, Poisson, gamma, inverse gaussienne, les modèles stables-Tweedie multiples sont très fréquents dans les études de statistique et probabilités appliquées. D’abord, nous avons caractérisé les modèles stables-Tweedie normaux à travers leurs fonctions variances ou matrices de covariance exprimées en fonction de leurs vecteurs moyens. La nature des polynômes associés à ces modèles est déduite selon les valeurs de la puissance variance à l’aide des propriétés de quasi orthogonalité, des systèmes de Lévy-Sheffer, et des relations de récurrence polynomiale. Ensuite, ces premiers résultats nous ont permis de caractériser à l’aide de la fonction variance la plus grande classe des stables-Tweedie multiples. Ce qui a conduit à une nouvelle classification laquelle rend la famille beaucoup plus compréhensible. Enfin, une extension de caractérisation des stables-Tweedie normaux par fonction variance généralisée ou déterminant de la fonction variance a été établie via leur propriété d’indéfinie divisibilité et en passant par les équations de Monge-Ampère correspondantes. Exprimées sous la forme de produit des composantes du vecteur moyen aux puissances multiples, la caractérisationde tous les modèles multivariés stables-Tweedie multiples par fonction variance généralisée reste un problème ouvert. / In the framework of natural exponential families, this thesis proposes differents characterizations of multivariate multiple stables-Tweedie under "steepness" property. These models appeared in 2014 in the literature were first introduced and described in a restricted form of the normal stables-Tweedie models before extensions to multiple cases. They are composed by a fixed univariate stable-Tweedie variable having a positive domain, and the remaining random variables given the fixed one are reals independent stables-Tweedie variables, possibly different, with the same dispersion parameter equal to the fixed component. The corresponding normal stables-Tweedie models have a fixed univariate stable-Tweedie and all the others are reals Gaussian variables. Through special cases such that normal, Poisson, gamma, inverse Gaussian, multiple stables-Tweedie models are very common in applied probability and statistical studies. We first characterized the normal stable-Tweedie through their variances function or covariance matrices expressed in terms of their means vector. According to the power variance parameter values, the nature of polynomials associated with these models is deduced with the properties of the quasi orthogonal, Levy-Sheffer systems, and polynomial recurrence relations. Then, these results allowed us to characterize by function variance the largest class of multiple stables-Tweedie. Which led to a new classification, which makes more understandable the family. Finally, a extension characterization of normal stable-Tweedie by generalized variance function or determinant of variance function have been established via their infinite divisibility property and through the corresponding Monge-Ampere equations. Expressed as product of the components of the mean vector with multiple powers parameters reals, the characterization of all multivariate multiple stable- Tweedie models by generalized variance function remains an open problem.