Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this text are presented results of a research whose objective was to characterize appropriations about the Calkins’ intuitive method in orientations to teaching geometric knowledge in primary school, present in Brazilian pedagogical journals of period between 1890 and 1930, finded in UFSC’s repository. The contribution came from the use of Chartier (2003) to talk about appropriation, Calkins (1886/1950) about intuitive method and Leme da Silva (2005) about geometric knowledge. The choice to examine the intuitive method from Calkins (1886/1950) can be justified because he was identified as reference in the intuitive method in Brazilian works. After exam, it was identified that the orientations for geometrics knowledge followed two paths: implicit and explicit. In the first case, when the authors used expression such as “lições de coisas” and “Calkins” in the text. In the second case, implicit when it was possible identified the uses of the principles of Calkins. Based on theses paths it was possible to characterize the appropriations from how of the geometric knowledge was related to teaching of lines, points, angles, geometric forms, geometrics figures and geometric solids, with the objective of stimulating the child’s senses, especially from the sight. The authors used principles of Calkins’ intuitive method starting from the dialogue, instigating the students to see the draws or objects and to do sentences about it. The comparison, association and classification were also identified in the treatment of sight education. From this, it was possible to affirm that the author appropriations were related to two uses: use of objects or from the imagination of children. Thus, it was possible to affirm that there was appropriation of Calkins’ intuitive method to teaching geometric knowledge, mainly of the principle of educating of sight, because in the recommendations the observation was highlighted. / Neste texto é apresentado o resultado de uma pesquisa com o objetivo de caracterizar apropriações do método intuitivo de Calkins nas orientações para o ensino de saberes geométricos do curso primário, presente em exemplares de revistas pedagógicas brasileiras do período de 1890 a 1930, localizadas no repositório alocado no sítio da UFSC. Foram adotados os entendimentos de Chartier (2003) para apropriação, Calkins (1886/1950) para a compreensão de princípios do método intuitivo e Leme da Silva (2015) para saberes geométricos. A opção por examinar o método intuitivo a partir de Calkins (1886/1950) pode ser justificada por ser identificado em pesquisas brasileiras, como uma referência para o método intuitivo. Após exame das fontes, foi identificado que as orientações para os saberes geométricos perpassavam por dois caminhos: explícito e implícito. No primeiro caso, quando os autores utilizavam expressões como “lições de coisas” ou “Calkins” no texto e implícito quando foi possível identificar usos dos princípios do método como defendido por Calkins. Com base nesses caminhos foi possível caracterizar apropriações a partir da forma como os saberes geométricos estavam relacionados ao ensino das linhas, pontos, ângulos, formas geométricas, figuras geométricas e sólidos geométricos, que tinha o objetivo de estimular os sentidos da criança, principalmente a partir da vista. Os autores adotavam princípios do método intuitivo de Calkins (1886/1950) partindo, principalmente, do diálogo, instigando os alunos a ver os desenhos ou objetos e formar sentenças sobre os mesmos. A comparação, associação e classificação também foram identificadas no tratamento da educação da vista. A partir dessa constatação, é possível afirmar que as apropriações dos autores estavam relacionadas ao uso dos princípios de duas formas diferentes: com ênfase no uso de objetos ou a partir da imaginação da criança. Dessa forma, os autores que tratavam do método intuitivo de Calkins (1886/1950) tanto explícito quanto implicitamente para o ensino de saberes geométricos se apropriaram do princípio de educar a vista, uma vez que nas recomendações para o ensino a observação ganhava destaque. / São Cristóvão, SE

Development in robotics has been accelerated in the last decades. Mainly due to the advancement in technology, especially computers. However, even having enough technology to create robots that can participate in the daily lives of people, robotics has not become popular, once that the most robots purchased by people still fall into the category of toys, monitoring systems, among others. The search for such robots is due to the fact that their repertoire of tasks is so much limited and predetermined, which ultimately facilitate the interaction between users and robots. Meanwhile, more sophisticated robots, in most cases, can only be used by specialized people, because they have a larger task repertoire, which needs more complex interaction mechanisms. In others areas, such as computing, the communication interface was of fundamental importance for its popularization. This way, the construction of friendly communication interfaces between people and robots can be the key to robotics can be widespread in the actual society. However, not every interface can provide an easy and e cient communication. An e ective interface should be as intuitive as possible, what, according the psycholinguistics studies, can be achieved through the use of spontaneous gestures. Therefore, knowing the di cult to nd a procedure to obtain intuitive gesture vocabularies, this master thesis proposes a methodology that, based on psycholinguistics and HCI (Human-Computer Interaction) studies, is suitable to obtain intuitive gesture vocabularies to be used in HRI (Human-Robot Interaction). Therefore, after the application of this methodology, it was possible to notice that it was able to lead to results as good as those obtained by another methodology which is already used and accepted in HCI. Moreover, the proposed methodology has some distinct characteristics, such as the possibility to obtain more complex vocabularies, that can lead to more intuitive gesture vocabularies and which, in form, are more likely to be robust. In addition, by submitting the obtained gestures to a recognizer, an average hit rate of 77,5% was obtained, which, even though it is not so high, can be considered good enough, since some of the gestures are performed with both arms, increasing the complexity of the recognition task. Thus, at the end of this master thesis, some complementary works are proposed, which must be carried out in order to move further towards the development of intuitive interfaces for human-robot interaction. / O desenvolvimento da rob otica vem ganhando acelera c~ao desde as ultimas d ecadas, motivado principalmente pelo avan co da tecnologia, sobretudo dos computadores. No entanto, mesmo tendo tecnologia su ciente para criar rob^os que possam participar do cotidiano das pessoas, a rob otica ainda n~ao se popularizou, haja vista que a maioria dos rob^os adquiridos pelas pessoas ainda se enquadram na categoria de brinquedos, sistemas de monitoramento, dentre outros. A busca por esses tipos de rob^os se deve ao fato de que seu repert orio de tarefas e bem reduzido e predeterminado, o que acaba facilitando a intera c~ao entre usu arios e rob^os. Enquanto isso, rob^os mais so sticados, por possu rem um maior repert orio de tarefas, acabam necessitando de mecanismos de intera c~ao mais complexos que, em sua maioria, s o podem ser utilizados por pessoas especializadas. Em outras areas, como a inform atica, a interface de comunica c~ao foi de fundamental import^ancia para a sua populariza c~ao. Dessa maneira, a cria c~ao de interfaces amig aveis de comunica c~ao entre pessoas e rob^os pode ser a chave para que a rob otica tamb em possa ser amplamente difundida na sociedade atual. No entanto, n~ao e qualquer interface que pode oferecer uma comunica c~ao f acil e e ciente. Para isso as mesmas devem ser o mais intuitivas poss vel, o que, segundo os estudos psicolingu sticos, pode ser alcan cado por meio de gestos espont^aneos. Logo, sabendo da di culdade de se encontrar um procedimento que ofere ca a possibilidade de se obter vocabul arios de gestos intuitivos, esta disserta c~ao de mestrado prop~oe uma metodologia que, baseada na psicolingu stica e nos estudos sobre HCI (do ingl^es - Human Computer Interaction), ofere ce facilidade no processo de obten c~ao de vocabul arios de gestos intuitivos a serem utilizados na intera c~ao entre pessoas e rob^os. Desta maneira, ap os a aplica c~ao de tal metodologia, p^ode-se perceber que a mesma, apesar de ser nova, al em de poder levar a resultados t~ao bons quanto uma outra metodologia j a utilizada e aceita em HCI, ainda possui diferenciais, como a possibilidade de obter vocabul arios mais complexos, que podem levar a vocabul arios de gestos mais intuitivos e possivelmente mais robustos. Al em disso, ao submeter os gestos obtidos a um reconhecedor, obteve-se uma taxa m edia de acertos de 77,5%, que mesmo n~ao sendo alta, pode ser considerada boa, pois, uma vez que alguns gestos obtidos s~ao realizados com os dois bra cos, a complexidade do reconhecimento e aumentada de maneria consider avel. Assim, ao nal desta disserta c~ao, s~ao apresentados v arios trabalhos complementares a este, que devem ser realizados para que se possa avan car ainda mais na dire c~ao do desenvolvimento das interfaces intuitivas para a intera c~ao homem-rob^o.

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No. of bitstreams: 1 nicollypecanhadonascimentosilva.pdf: 1283705 bytes, checksum: 3517be2b8bc4e97953a46894b299191d (MD5) Previous issue date: 2018 / A presente pesquisa investiga historicamente o ensino dos saberes geométricos no ensino primário em Minas Gerais, no período de 1925 a 1932, tendo como fonte de pesquisa a Revista do Ensino de Minas Gerais. Utilizamos como referencial teórico-metodológico de investigação para este estudo a História Cultural. Duas questões norteiam o estudo: como o ensino dos saberes geométricos se mostrava em relação às concepções de elemento e/ou de rudimento? E quais as profissionalidades identificadas em relação ao ensino de saberes geométricos no período pesquisado? Para concepções de elemento consideramos o conhecimento mais abstrato, racional, o saber pelo saber, tendo como caminho a razão e, de rudimento, consideramos o conhecimento mais concreto, prático, reverenciado pela experiência, o ensino essencial à vida. E o conjunto de saberes, conteúdos, orientações para o professor ensinar são os elementos da profissionalidade. O recorte temporal desta pesquisa se deu de 1925 a 1932, pois 1925 foi um ano de reativação, com número considerável de publicações, e 1932 sendo o limite, já que foi um ano marcado pela aprovação de um novo programa de metodologia para as Escolas Normais de 1º grau e 2º graus, apresentado pelo decreto de 10.392, de 30 de junho de 1932, pelo estado de Minas Gerais. Neste período de 1925 a 1932, a partir das análises feitas nesses impressos pedagógicos, totalizados em 78 Revistas, foi possível destacar para o ensino primário o surgimento de novas tendências, como o escolanovismo, que propunha reformas educacionais deslocando o centro da aprendizagem do conteúdo para o aluno, como também a forte presença de raízes no passado, no caso o método intuitivo, que se baseava na observação de coisas. Foi observado que o ensino dos saberes geométricos mostrava traços de caráter ora elementar, como o trabalho com as formas espaciais de maneira intuitiva, utilizando a observação de modelos para a comparação dos diferentes sólidos e obter sua memorização, e ao ensinar as noções de espaço e corpo, ao utilizar os objetos da classe para observação dos alunos, trabalhando cada saber em favor do próximo conteúdo, valorizando o rigor das definições. Ora rudimentar, ao aproximar o ensino para a vida profissional do aluno, como trabalhar formas planas com o intuito voltado à confecção de toalhinhas, ou explorar os conceitos de perímetro e área de forma livre, sem se prender ao rigor dos conceitos, mas de maneira prática para que o aluno consiga utilizar para sua vida cotidiana. E foram identificados diferentes elementos da profissionalidade para o ensino dos saberes geométricos, como o manuseio de argila e cartolina para trabalhar os conceitos de sólidos (inclusive sua planificação), dobraduras de papel e desenhos, para as formas planas, a observação de objetos de madeira e arame para desenvolver os quadriláteros, visitações com a classe à casa em construção, para as noções de perímetro e, entre outros. / The present investigation investigates historically the teaching of the means of communication in primary education in Minas Gerais, from 1925 to 1932, having as a research source the Revista de Ensino de Minas Gerais. He used as a theoretical-methodological reference of research for this study the Cultural History. The basic questions of teaching: how do the teaching of geometric knowledge show in relation to the conceptions of element and / or rudiment? And how about their skills in relation to the teaching of geometric knowledge in the period studied? The conceptions of element considered the knowledge more abstract, the knowledge by the knowledge, the tendency of reasoning, the rudiment, the more concrete knowledge, practical, the recovery of the experience, the essential teaching for the life. And the set of knowledges, contents, guidelines for the teacher are the elements of professionalism. The time cut of this research was 1925, 1932, because 1925 was a year of reactivation, with a considerable number of publications, and 1932 being the limit, since it was a year marked by the help of a new methodology program such as Normal Schools of 1º grade and 2nd degree, presented by the decree of 10,392, of June 30, 1932, by the state of Minas Gerais. This is a year from 1925 to 1932, from the solutions of printing companies, having reached a universe of 78 revolutions, being possible to emphasize for the primary education the emergence of new tendencies, such as Escolanovismo, which proposed educational reforms and the learning center of the student, as well as a strong presence of roots in the past, in the case of the intuitive method, which was based on the observation of things. This study is an instruction of geometrical patterns features ora elementary, or how to work with spatial forms in an intuitive way, using a notification to models from the soil and have their memorization and, and teaching and the teaches in The objectives of the lesson are the objectives of the student, learning each of the following objectives, valuing the rigor of the definitions. Nowadays it is rudimentary, when approaching teaching for the student's professional life, such as working flat shapes with the intention of making wipes, or exploring the concepts of perimeter and free-form area, without being attached to the rigor of concepts, but in a way practice for the student to use for their daily lives. And different elements of professionalism were identified for the teaching of geometric knowledge, such as the handling of clay and paperboard to work on the concepts of solids (including their planning), paper folding and drawing, for flat shapes, the observation of wooden objects and wire to develop the quadrilaterals, class visits to the house under construction, notions of perimeter and, among others.

Nous analysons l’identification des opportunités d’investissement dans le cas spécifique du financement de l’amorçage des firmes porteuses d’innovation. L’absence d’informations pertinentes et objectives au démarrage remet en cause la capacité postulée des investisseurs à évaluer objectivement la rentabilité des firmes entrepreneuriales. Ainsi, nous étudions la vraie stratégie psycho-cognitive sous-jacente à la création du sens autour du potentiel des projets en se focalisant sur un acteur spécifique, le Business Angel (BA). Nous postulons que cet investissement suit un processus de jugement intuitif. L’analyse qualitative des notes d’observation et des entretiens permet de construire un modèle décrivant la manière dont le BA produit in situ de nouveaux construits utiles dans sa perception. Nous mettons aussi en évidence des comportements réflexifs réduisant l’erreur dans sa décision. Ainsi, l’intuition du BA doit être vue comme une réelle approche de transformation situationnelle d’indicateurs à travers des manipulations langagières. Nous offrons une nouvelle perspective dans la compréhension du comportement des capital-risqueurs qui sont susceptibles d’accompagner financièrement les firmes innovantes dès leur phase de démarrage. Nos résultats sont aussi généralisables à des contexte où l’aptitude intuitive devant une source d’efficience décisionnelle. Nous faisons des propositions théoriques qui orienteront les études futures. / We analyze the investment opportunities’s identification in the specific case of the innovative firm financing. The absence of relevant and objective informations at the early stage weaken the investor’s postulated ability inestimating objectively the profitability of the entrepreneurial firms. Then, we study the real cognitivestrategy underlying the sensemaking process around the potential of the projects by focusing on a specific actor, the Business angel (BA). We argue that this investment follows a process of intuitive judgment.The research design is a qualitative inductive approach with data collected by observation and interviews. We build a model of how the BA cognitively interpret the innovative firm’s potential in order to invest. We highlight also cognitive practices in reducting biais and errors during the sensemaking process. The BA’s intuition atearly stage must be viewed as a processus of meaning construction through labelling and speech articulation. This thesis contributes to a better understanding ofventure capitalist behaviors at early stage as well as a better comprehension of how meaning can be created intuitively in uncertain context. Theoretical propositions are made for future researchs.

Ett hinder inom utbildningar på högre nivå har sedan länge varit att det är svårt förlärare att få en bild över hur det går för studenterna som överensstämmer medverkligheten. De områden som förmodas vara svåra kanske inte upplevs som detav studenterna, och vice versa. Utöver direkta frågor från studenter så behöverlärarna gissa sig fram till vad studenterna upplever som svårt, vilket inte ger en sannbild.Inom vissa tekniska och matematiska utbildningar rekommenderar lärare övningarsom studenterna förväntas göra för att skapa en förståelse för området. Det finnsen risk att studenter inte genomför uppgifterna löpande utan i stället spenderarmycket tid vid kursens slut. Det ger inte samma djupa kunskap som att kontinuerligtstudera.Lärare publicerar vanligen de uppgifter som rekommenderas i en textfil påtillgänglig utbildningsplattform, vilket inte ger möjlighet att lösa de problem somtidigare nämnts. Förslaget är därför RekUpp (Rekommenderade Uppgifter), enwebbapplikation som lärarna ska kunna använda för att föreslå uppgifter somstudenterna bör utföra. Programmet är skräddarsytt för att engagera studenternai reflektion angående sin egen prestation samt ge förutsättningar för att bättrehantera sin egen studietid. Informationen och den data som uppstår kan lärarnaanvända på bästa sätt för att övergripande analysera studenternas prestationer påkursen. Programmet förväntas både bidra till att lösa problemet med brist påinformation och till att engagera studenter.I det här arbetet redovisas utvecklingsprocessen. Denna baseras på tidigareforskning kring självreglering, självreflektion och digitala verktyg för att på bästamöjliga sätt engagera studenter och samtidigt få ut information som lärare kananvända för att justera och förbättra undervisningen. Tanken är att utvecklingen avsystemet, och de slutsatser som presenteras, ska kunna användas somutgångspunkt eller ramverk för att utveckla liknande system. / An obstacle in higher education has for a long time been that it is difficult forteachers to get an overview for how the students are performing. The parts of thecourse that are believed to be hard may not be, and vice versa. Beyond directquestions from students, teachers must guess from the best of their ability aboutwhich exercises that the students experience as difficult.Within certain technical and mathematical educations, it is common for teachersto recommend exercises that the students are expected to complete to get anunderstanding of the field. There is a risk that students don’t do these exercisescontinuously and instead spend a lot of time studying ahead of an exam at the endof the course. This does not give the same deep knowledge as continuous studydoes.Teachers tend to publish these exercises in a text file on an available learningplatform, this does not solve the problems mentioned previously. A suggestion fora solution is RekUpp (from the Swedish translation of Recommended exercises), aweb application that teachers can use to publish which exercises students aremeant to do. The program is tailored to engage students in self-reflection abouttheir performance and give them prerequisites for better time management. Theinformation and data that is created can be used by teachers to analyze how thestudents are performing. The system is expected to contribute to solving both theproblem of a lack of information and to continuously engage students.In this report the development process is described. This is based on previousresearch about self-regulation, self-reflection, and digital tools to engage studentsin the best possible way and at the same time transfer information that teacherscan use to adjust and improve their courses. The intention is that the developmentof the program, and the conclusions that are presented, can be used as a startingpointor framework to develop similar systems.

Объектом исследования явилась интуиция. Предметом исследования стала связь интуиции со стратегиями принятия решений. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (100 источников, из них 42 - на иностранных языках) и три приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации включает 91 страницу, на которых размещены 7 рисунков и 17 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме интуиции в принятии решений. Рассмотрено понятие «интуиция» с различных подходов. А также представлены разделы, посвященные исследованию интуиции как фактора принятия решений. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: опроснику «Рациональный – Опытный» С. Эпстайна, опроснику представлений о собственной интуиции (П.Е. Григорьева, И.В. Васильевой), опроснику «Личностные факторы принятия решений», (ЛФР - 25) Т.В. Корниловой, Мельбурнскому опроснику принятия решений (МОПР). Также в главе представлен корреляционный и факторный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was intuition. The subject of the study was the connection of intuition with decision-making strategies. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (100 sources, 42 of them in foreign languages) and three appendices, including forms of the methods used. The volume of the master's thesis includes 91 pages, which contain 7 figures and 17 tables. The introduction reveals the relevance of the research problem, the elaboration of the problem, sets the purpose and objectives of the study, defines the object and subject of the study, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the stages of research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of intuition in decision-making. The concept of "intuition" is considered from various approaches. There are also sections devoted to the study of intuition as a decision-making factor. The conclusions of the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the research and the results obtained by all the methods used: the questionnaire "Rational – Experienced" by S. Epstein, the questionnaire of ideas about one's own intuition (P.E. Grigorieva, I.V. Vasilyeva), the questionnaire "Personal factors of decision-making", (LFR - 25) by T.V. Kornilova, the Melbourne questionnaire of decision-making (MOPR). The chapter also presents a correlation and factor analysis of the results of the study. The conclusions of Chapter 2 include the main results of an empirical study. In conclusion, the following are summarized.

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City Aggregation Machine- Project for HousingThe core concept of the project is Ambi-formalism. The main content of the design is urban morphology and an urban system of collective communities. Aim at creating a non-single perspective of reading, I call this intuitive experience, to increase presence to position “ourselves".Based on the generative logic of the Fengshui map and the European fortification map of the city wall, the origami method is used to decompose its shape, and the visual scale is used to decompose the schema into units and become a procedural grid of urban aggregation. Transform inoperable forms into operable urban unit systems. As an autonomous urban structure that can accommodate multiple reading views, in turn , which can trigger people's intuitive schema in it. so as to position ourselves.Residential district is the object designed to operate the system and skeleton of urban aggregation which mix of private and public volumes can accommodate a series of events, it aiso in itself constitutes an event. The visual layer  is the schematic route(events) into a dwelling, to identify each neighborhood.

Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm. A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems. Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable. Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education)))