Improving computer technology and the desire to more accurately model the heterogeneity of the nuclear reactor environment have made the use of Monte Carlo depletion codes more attractive in recent years, and feasible (if not practical) even for 3-D depletion simulation. However, in this case statistical uncertainty is combined with error propagating through the calculation from previous steps. In an effort to understand this error propagation, four test problems were developed to test error propagation in the fuel assembly and core domains. Three test cases modeled and tracked individual fuel pins in four 17x17 PWR fuel assemblies. A fourth problem modeled a well-characterized 330MWe nuclear reactor core. By changing the code's initial random number seed, the data produced by a series of 19 replica runs of each test case was used to investigate the true and apparent variance in k-eff, pin powers, and number densities of several isotopes. While this study does not intend to develop a predictive model for error propagation, it is hoped that its results can help to identify some common regularities in the behavior of uncertainty in several key parameters.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho propõe analisar metodologias para o cálculo do gradiente em malhas não-estruturadas do tipo Voronoi que são utilizadas no método de Volumes Finitos. Quatro metodologias para o cálculo do gradiente são testadas e comparadas com soluções analíticas. As técnicas utilizadas são: Método do Balanço de Forças, Método do Mínimo Resíduo Quadrático, Método da Média dos Gradientes Projetos e Método da Média dos Gradientes Projetados Corrigidos. Uma análise por série de Taylor também foi feita, e as equações analíticas comparadas com resultados numéricos. Os testes são realizados em malhas cartesianas e malhas triangulares, que em um trabalho anterior apresentaram alguns resultados inconsistentes. A influência do ponto gerador e do ângulo de rotação é analisada. É verificado que a posição do ponto gerador e a metodologia utilizada em cada malha influencia no cálculo do gradiente. Dependendo da malha e da metodologia utilizada, as equações analíticas indicaram que existem erros associados, que prejudicam o cálculo do gradiente. / Presente work propose examine methodologies for calculate gradient using a non-structured mesh of Voronois type, used on finite volume method. Four methodologies for calculate gradient are tested and compared with analytical solutions. The techniques used are: the Forces Balance Method, Minimum Quadratic Residue Method, Average Projected Gradient Method and the Revised Average Projected Method. An analysis using Taylor series was also made, and the analytical equations compared with numerical results. Tests are performed over Cartesian and triangular meshes, second one which in a previous work showed some inconsistent results. The influence of the gerator point displacement and rotation angle is analyzed. It was found that the position of the generator point and the methodology used influences gradient value. Accordingly to the mesh and the methodology used, analytical equations indicates that there are associated errors, which affect gradient value.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Uma análise utilizando a série de Taylor é apresentada para se estimar a priori os erros envolvidos na solução numérica da equação de advecção unidimensional com termo fonte, através do Método dos Volumes Finitos em uma malha do tipo uniforme e uma malha não uniforme. Também faz-se um estudo a posteriori para verificar a magnitude do erro de discretização e corroborar os resultados obtidos através da análise a priori. Por meio da técnica de solução manufaturada tem-se uma solução analítica para o problema, a qual facilita a análise dos resultados numéricos encontrados, e estuda-se ainda a influência das funções de interpolação UDS e CDS e do parâmetro u na solução numérica. / An analysis based on Taylor series is presented for estimating a priori the errors involved in the numerical solution of advection equation one-dimensional with source term, using the Finite Volume Method in a mesh uniform and a nonuniform mesh. Also is accomplished a study to determine the magnitude of discretization error and corroborate the results obtained on analyzing a priori. By using the technique of solution manufactured is produced an analytical solution for the problem, which facilitates analysis of the numeric results, and was also studied the influence functions of interpolation UDS and CDS and of parameter u in the numerical solution.

abstract: A sample of 127 high school Advanced Placement (AP) Calculus students from two schools was utilized to study the effects of an engineering design-based problem solving strategy on student performance with AP style Related Rate questions and changes in conceptions, beliefs, and influences. The research design followed a treatment-control multiple post-assessment model with three periods of data collection. Four high school calculus classes were selected for the study, with one class designated as the treatment and three as the controls. Measures for this study include a skills assessment, Related Rate word problem assessments, and a motivation problem solving survey. Data analysis utilized a mixed methods approach. Quantitative analysis consisted of descriptive and inferential methods utilizing nonparametric statistics for performance comparisons and structural equation modeling to determine the underlying structure of the problem solving motivation survey. Statistical results indicate that time on task was a major factor in enhanced performance between measurement time points 1 and 2. In the experimental classroom, the engineering design process as a problem solving strategy emerged as an important factor in demonstrating sustained achievement across the measurement time series when solving volumetric rates of change as compared to traditional problem solving strategies. In the control classrooms, where traditional problem solving strategies were emphasized, a greater percentage of students than in the experimental classroom demonstrated enhanced achievement from point 1 to 2, but showed decrease in achievement from point 2 to 3 in the measurement time series. Results from the problem solving motivation survey demonstrated that neither time on task nor instruction strategy produced any effect on student beliefs about and perceptions of problem solving. Qualitative error analysis showed that type of instruction had little effect on the type and number of errors committed, with the exception of procedural errors from performing a derivative and errors decoding the problem statement. Results demonstrated that students who engaged in the engineering design-based committed a larger number of decoding errors specific to Pythagorean type Related Rate problems; while students who engaged in routine problem solving did not sustain their ability to correctly differentiate a volume equation over time. As a whole, students committed a larger number of misused data errors than other types of errors. Where, misused data errors are the discrepancy between the data as given in a problem and how the student used the data in problem solving. / Dissertation/Thesis / Ph.D. Mathematics Education 2012

Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.

MELO, Virlane Nogueira. Sequência Fedathi e análise de erros aplicados ao ensino de frações. 2017. 76f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-23T13:04:43Z No. of bitstreams: 1 2017_dis_vnmelo.pdf: 1044107 bytes, checksum: eebde28897021bbfcd818c7a7d941431 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-23T17:33:14Z (GMT) No. of bitstreams: 1 2017_dis_vnmelo.pdf: 1044107 bytes, checksum: eebde28897021bbfcd818c7a7d941431 (MD5) / Made available in DSpace on 2017-10-23T17:33:14Z (GMT). No. of bitstreams: 1 2017_dis_vnmelo.pdf: 1044107 bytes, checksum: eebde28897021bbfcd818c7a7d941431 (MD5) Previous issue date: 2017 / The theme of this research is the teaching of fractions, a content whose learning is essential for success in school life in Mathematics, since it occurs from Elementary to High School, serving as the basis for learning many more complex content. The analysis focused on the applicability of the Fedathi Sequence, coupled with the methodology of Error Analysis in teaching-learning of this subject. The objective of this study is to test the applicability of the feedback methodologies with respect to the content of fractions, in order to make student learning more effective. As for the theoretical basis, this work is based mainly on the writings of Hermínio Borges Neto (2001) on the Fedathi Sequence, as well as on the studies of Helena Cury, (2015) on Error Analysis, among other scholars of these methodologies. This experiment, developed during the year 2017, had the objective of applying the Fedathi Sequence to the teaching of fractions and analyzing the main difficulties and errors committed by the students, when solving the tests - diagnostic exercises applied. It sets up an action research, of quantitative-qualitative approach, whose data collection happened through the application of exercises to each of the eight classes taught, as well as the application of a questionnaire in the first and last class. Ten students from the state education network of Ceará, enrolled in the 8th year of Elementary Education at EEFM Professor Paulo Freire participated in the research. With the support of the analysis of the data obtained in the research, the results indicate that the application of the Fedathi Sequence with the Error Analysis in class was effective, since the students were more confident and interested in the content, highlighting in response to the questionnaires, the benefits of this change of perspective in working with the error and the positioning of the teacher in the classroom. / O tema desta pesquisa é o ensino de frações, um conteúdo cujo aprendizado é imprescindível para êxito na vida escolar quanto à Matemática, visto que ocorre desde o Ensino Fundamental até o Ensino Médio, servindo de base para o aprendizado de muitos outros conteúdos mais complexos. A análise concentrou-se na aplicabilidade da Sequência Fedathi, aliada à metodologia de Análise de Erros no ensino-aprendizagem desse assunto. Objetiva-se com este estudo testar a aplicabilidade das metodologias retrocitadas no que tange ao conteúdo de frações, com vistas a tornar a aprendizagem dos alunos mais eficaz. Quanto à fundamentação teórica, este trabalho se baseia sobretudo, nos escritos de Hermínio Borges Neto, (2001) acerca da Sequência Fedathi, bem como nos estudos de Helena Cury, (2015) quanto à Análise de Erros, entre outros estudiosos dessas metodologias. Este experimento, desenvolvido ao longo do ano 2017, teve como objetivo aplicar a Sequência Fedathi ao ensino de frações e fazer a análise das principais dificuldades e erros cometidos pelos alunos, ao resolverem os exercícios testes – diagnósticos aplicados. Configura uma pesquisa-ação, de abordagem quanti-qualitativa, cujo levantamento de dados sucedeu mediante aplicação de exercícios a cada uma das oito aulas ministradas, bem como aplicação de questionário na primeira e na última aula. Participaram da pesquisa dez alunos da rede estadual de ensino do Ceará, matriculados no 8º ano do Ensino Fundamental na EEFM Professor Paulo Freire. Com amparo na análise dos dados obtidos na própria investigação, os resultados apontam que a aplicação da Sequência Fedathi junto à Análise de Erros nas aulas se mostrou eficaz, visto que os estudantes se mostraram mais confiantes e interessados pelo conteúdo, destacando, em resposta aos questionários, os benefícios dessa mudança de perspectiva no trabalho com o erro e no posicionamento do professor em sala de aula.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho propõe analisar metodologias para o cálculo do gradiente em malhas não-estruturadas do tipo Voronoi que são utilizadas no método de Volumes Finitos. Quatro metodologias para o cálculo do gradiente são testadas e comparadas com soluções analíticas. As técnicas utilizadas são: Método do Balanço de Forças, Método do Mínimo Resíduo Quadrático, Método da Média dos Gradientes Projetos e Método da Média dos Gradientes Projetados Corrigidos. Uma análise por série de Taylor também foi feita, e as equações analíticas comparadas com resultados numéricos. Os testes são realizados em malhas cartesianas e malhas triangulares, que em um trabalho anterior apresentaram alguns resultados inconsistentes. A influência do ponto gerador e do ângulo de rotação é analisada. É verificado que a posição do ponto gerador e a metodologia utilizada em cada malha influencia no cálculo do gradiente. Dependendo da malha e da metodologia utilizada, as equações analíticas indicaram que existem erros associados, que prejudicam o cálculo do gradiente. / Presente work propose examine methodologies for calculate gradient using a non-structured mesh of Voronois type, used on finite volume method. Four methodologies for calculate gradient are tested and compared with analytical solutions. The techniques used are: the Forces Balance Method, Minimum Quadratic Residue Method, Average Projected Gradient Method and the Revised Average Projected Method. An analysis using Taylor series was also made, and the analytical equations compared with numerical results. Tests are performed over Cartesian and triangular meshes, second one which in a previous work showed some inconsistent results. The influence of the gerator point displacement and rotation angle is analyzed. It was found that the position of the generator point and the methodology used influences gradient value. Accordingly to the mesh and the methodology used, analytical equations indicates that there are associated errors, which affect gradient value.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Uma análise utilizando a série de Taylor é apresentada para se estimar a priori os erros envolvidos na solução numérica da equação de advecção unidimensional com termo fonte, através do Método dos Volumes Finitos em uma malha do tipo uniforme e uma malha não uniforme. Também faz-se um estudo a posteriori para verificar a magnitude do erro de discretização e corroborar os resultados obtidos através da análise a priori. Por meio da técnica de solução manufaturada tem-se uma solução analítica para o problema, a qual facilita a análise dos resultados numéricos encontrados, e estuda-se ainda a influência das funções de interpolação UDS e CDS e do parâmetro u na solução numérica. / An analysis based on Taylor series is presented for estimating a priori the errors involved in the numerical solution of advection equation one-dimensional with source term, using the Finite Volume Method in a mesh uniform and a nonuniform mesh. Also is accomplished a study to determine the magnitude of discretization error and corroborate the results obtained on analyzing a priori. By using the technique of solution manufactured is produced an analytical solution for the problem, which facilitates analysis of the numeric results, and was also studied the influence functions of interpolation UDS and CDS and of parameter u in the numerical solution.

The purpose of this essay was to see what mistakes Swedish university students make when writing English essays and to focus on one specific mistake, namely the use of capital letters. Fifty essays written by students of Swedish origin were taken from the SWICLE (the Swedish Component of the International Corpus of Learner English), corrected and the mistakes were subsequently analysed. Furthermore, six Swedish school book series were examined in order to find examples of how Swedish pupils are taught how to use capital letters in English. The results showed that mistakes concerning capital letters were very common compared to other mistakes and that the students in the study seemed to have grasped some grammatical rules on the matter, but not all. Other common mistakes made in the essays were spelling mistakes and choice of words. Most common among the mistakes concerning capital letters were overuse of capital lettering and the lack of initial capital letters when writing weekdays, months and holidays. Only one out of the six school book series went deeper into the matter of when to use capital letters in English, which suggests that one of the reasons why capital letter mistakes are so common might be that the students are not extensively taught on the matter.

Made available in DSpace on 2018-06-27T19:13:42Z (GMT). No. of bitstreams: 3 Sabrina Londero da Silva Rossato.pdf: 3438965 bytes, checksum: eb7c9a323abe55da5adcc7c931cb8283 (MD5) Sabrina Londero da Silva Rossato.pdf.txt: 171609 bytes, checksum: 150c6ac91c113bde2652f66413567bf5 (MD5) Sabrina Londero da Silva Rossato.pdf.jpg: 3639 bytes, checksum: 60022a5df896a5e3c59566e0ad171aa3 (MD5) Previous issue date: 2014-01-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study had as its theme the operation of division in the set Q, focusing on decimal numbers. The analysis focused on the errors in division that students make when they resolve issues using the usual division algorithm with decimal results. This study was based in authors who write about error analysis in mathematics and also in David Ausubel Meaningful Learning Theory. The work developed throughout 2013 aimed to analyze the errors presented by the students of 6th grade of elementary school to solve exercises of division of decimal numbers and evaluate teaching strategies to construct meaning for the operation of division of decimals. The study followed a quantitative-qualitative approach and after analyzing the errors, we developed a workshop employing teaching techniques with the support of learning objects and manipulatives as Golden Material and Table of Value Place. The results showed that, from the analysis of the errors made by students in diagnostic testing, the application of a didactic teaching sequence to help reduce the errors made by the students, allowed for overcoming these errors, at least in part. / Este estudo teve como tema a operação divisão no conjunto, com foco nos números decimais. A análise concentrou-se nos erros de divisão que os alunos cometem ao resolver questões utilizando o algoritmo usual da divisão com resultados decimais. O estudo foi embasado nos autores que escrevem sobre análise de erros na Matemática e também na Teoria da Aprendizagem Significativa de David Ausubel. O trabalho, desenvolvido ao longo de 2013, teve como objetivo analisar os erros apresentados pelos alunos de 6º ano do Ensino Fundamental ao resolverem exercícios de divisão de números decimais e avaliar uma estratégia de ensino para construção de significados para a operação de divisão de decimais. A pesquisa seguiu uma abordagem quanti-qualitativa e, após a análise dos erros, foi desenvolvida uma oficina empregando técnicas de ensino com apoio de Objetos de Aprendizagem e Materiais Manipuláveis como Material Dourado e Quadro Valor de Lugar. Os resultados mostraram que, a partir da análise dos erros cometidos pelos alunos no teste diagnóstico, a aplicação de uma sequência didática de ensino para ajudar a reduzir os erros cometidos pelos alunos permitiu uma superação desses erros, pelo menos em parte.