Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-07T17:01:51Z No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-08T17:51:13Z (GMT) No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-08T17:51:13Z (GMT). No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This present work brings discussions about how the inclusion of Information and Communication Technologies in teaching practice by the tools for classroom environment of the app “Google Classroom” contributes to the process of Mathematics teaching and learning. The research was developted in a nintht grade class of an elementary school of a municipal school situated in the city of Uberlandia MG. To support this work an extensive literature searching about On-line Education, Information and Communication Technologies, video media and the learning of Google Classroom tools was done. They were used like mediators of the questionnares process, activities and videos were analysed from a quantitative and qualitative approach. The results obtained in the analysis of the data seems like the goals of insert information technologies in teaching practice of using tools for classroom environment from “Google Classroom” to create an interactive environment where we can share teaching materials dynamically, to provide an interaction in real-time from the Google Classroom among teachers and students, all this to contribute significantly to the process of the teaching and learning of mathematics have been achieved. / O presente trabalho traz discussões sobre como a inserção de Tecnologias de Informação e Comunicação na prática docente por meio das ferramentas para ambiente de Sala de Aula do aplicativo “Google Sala de Aula” contribui para o processo de ensino aprendizagem de Matemática. A pesquisa foi desenvolvida em uma turma de nono ano (9°ano) do Ensino Fundamental de uma Escola Municipal, situada na cidade de Uberlândia/MG. Para subsidiar este trabalho foi feita uma ampla pesquisa bibliográfica sobre a Educação a Distância, Tecnologias de Informação e Comunicação, mídia vídeo e sobre o objeto de aprendizagem Google Sala de Aula. Foram utilizados, como instrumentos mediadores do processo: questionários, atividades e vídeos analisados a partir de uma abordagem qualitativa e quantitativa. Os resultados obtidos nas análises dos dados apontam que os objetivos de Inserir Tecnologias de Informação e Comunicação na prática docente; de utilizar ferramentas para ambiente de Sala de Aula do aplicativo “Google Sala de Aula”; de criar um ambiente interativo onde se possa compartilhar materiais didáticos de forma dinâmica; de propiciar a interação em tempo real, a partir do Google Sala de aula, entre professores e alunos; tudo isso de forma a contribuir significativamente para o processo de ensino aprendizagem de Matemática, foram atingidos.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-12-21T17:04:57Z No. of bitstreams: 2 Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-26T14:25:50Z (GMT) No. of bitstreams: 2 Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-26T14:25:50Z (GMT). No. of bitstreams: 2 Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-06 / Biology and Science teaching has always been linked to the scientific development and to the educational interest at the time. This interest turns out in the curricula proposed for teaching this curricular component in the elementary school. The curriculum is a field of studies permeated by diverse theories that consider different theoretical frameworks. These theories are defined by concepts they use to conceive reality. In the current scenario, three theories about curricula stand out: traditional, critical and post-critical. Regarding the importance of the curriculum in education, we must consider how it is materialized in the particular teaching of Sciences, in this case, Biology, a science that currently assumed an important social relevance. In this context, this study investigated the curriculum perspectives linked to federal and state guidelines of Biology, emphasizing the teaching of Biological Evolution, considered by the literature as an axis integrating the biological knowledge. More specifically, the objective was to understand the curriculum perspective present in the National Guidance Documents (National Curriculum Parameters for High School - Part III Sciences of Mathematical Nature and their Technologies (PCNEM); National Curriculum Parameters plus Sciences of Mathematical and their Technologies (PCN+EM);Curricular Guidelines for High School - Sciences of Mathematical Nature and their Technologies (OCEM); and state (Reference Curriculum of the State Education Network of the State of Goiás - Biology (CREEGO))of the area of Biology and its relationships with the teaching of Evolution. For these reflections, a documentary analysis was performed in the guiding documents (national and state) for the teaching of Biology. Preliminary data initially indicate a greater amount of ideas in the analysis of the documents, which are linked to Critical and Post- Critical Curriculum theories, but in a more careful analysis we realize that the documents are essentially oriented to a Traditional Curriculum perspective that we consider to influence the teaching of Biology and, consequently, the teaching of Evolution in High School in the State of Goiás. In relation to the ideas of Biological Evolution and its teaching, we realize that, in general, the documents present the Biological Evolution in a fragmented way and with an Ecological- Evolutionary Approach.There is a relationship between the intentions of national documents with the state document, in which we can find converging points in the four documents, throughout our analysis. In summary, with regard to the materialization of the curriculum in schools, there is still much to be researched and investigated in order to reveal to teachers the intentions embedded in the curriculum design. / O ensino das Ciências e de Biologia sempre esteve vinculado ao desenvolvimento científico e aos interesses educacionais vigentes em cada época, sendo que, estes interesses se materializam nos currículos propostos para o ensino desse componente curricular na Educação Básica. O currículo é um campo de estudos permeado por diversas teorias que pensam a partir de diferentes matrizes teóricas. Essas teorias são definidas pelos conceitos que utilizam para conceber a realidade. No cenário atual, destacam-se três teorias sobre currículo: as Tradicionais, as Críticas e as Pós-críticas. Ao considerar a importância do currículo na Educação em geral, devemos considerar, também, como o mesmo se materializa no ensino particular das Ciências, em especial, a Biologia, ciência que atualmente assumiu uma relevante importância social. Desse modo, a pesquisa buscou investigar a que perspectivas de currículo se vinculam as orientações federais e estaduais relacionadas à Biologia, com ênfase no ensino de Evolução Biológica, considerado pela literatura da área como um eixo integrador do conhecimento biológico. Mais especificamente, o objetivo da pesquisa foi compreender a perspectiva de currículo presente nos documentos orientadores nacionais (Parâmetros Curriculares Nacionais para o Ensino Médio – Parte III Ciências da Natureza Matemática e suas Tecnologias (PCNEM); Parâmetros Curriculares Nacionais Mais - Ciências da Natureza Matemática e suas Tecnologias (PCN + EM); Orientações Curriculares para o Ensino Médio - Ciências da Natureza Matemática e suas Tecnologias (OCEM); e estadual (Currículo de Referência da Rede Estadual de Educação do Estado de Goiás - Biologia (CREEGO)) da área de Biologia e as relações dessa com o ensino de Evolução. Para essas reflexões foi realizada uma análise documental nos documentos orientadores (nacionais e estadual) para o ensino de Biologia. Os dados preliminares indicam que aparecem inicialmente, na análise dos documentos, uma maior quantidade de ideias atreladas às teorias Críticas e Pós-críticas de currículo, mas, em uma análise mais criteriosa percebemos que os documentos estão essencialmente voltados a uma perspectiva Tradicional de currículo que consideramos influenciar o ensino de Biologia e, consequentemente, o ensino de Evolução no Ensino Médio do Estado de Goiás. Em relação às ideias de Evolução Biológica e seu ensino, percebemos que, em geral, os documentos apresentam a Evolução Biológica de modo fragmentando e com um enfoque Ecológico-Evolutivo. Há uma relação das intenções dos documentos nacionais com o documento estadual, sendo que é possível observar pontos convergentes nos quatro documentos, ao longo de nossa análise. Concluímos esta pesquisa apontando que, no que se refere à materialização dos currículos nas escolas, ainda há muito o que ser pesquisado e investigado, no sentido de desvelar aos professores as intencionalidades que estão imbricadas na elaboração curricular.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-04-07T17:26:01Z No. of bitstreams: 2 Dissertação - Hélio Roberto da Rocha - 2017.pdf: 12908480 bytes, checksum: cf34cacec991537b8fd2c1890c83aebc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-10T11:26:19Z (GMT) No. of bitstreams: 2 Dissertação - Hélio Roberto da Rocha - 2017.pdf: 12908480 bytes, checksum: cf34cacec991537b8fd2c1890c83aebc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-10T11:26:19Z (GMT). No. of bitstreams: 2 Dissertação - Hélio Roberto da Rocha - 2017.pdf: 12908480 bytes, checksum: cf34cacec991537b8fd2c1890c83aebc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-27 / Due to the poor performance of students from all over Brazil in the mathematic subject, currently there’s a great concern regarding mathematics teaching. Researches indicate that Brazil has the second largest number of students with low performance in basic mathematics, in a list of 64 countries (second report of the Organization and Economic Co-operation for Development - OECD, Paris - 02/10/2016). In relation to that, this work indicates a proposal to teach algebra in the 7th and 9th grades of Elementary School, more specifically Algebraic Expressions,1st degree Equations, 2nd degree Equations and a brief study on 3rd degree Equations, using games and concrete materials. This paper is based on studies of some theorists who wrote about the subject. Based on these studies, a theoretical basis of the contents of the theme was made, along with suggestions of several activities proposed using games and concrete materials. It’s hoped that this work will support other mathematic teachers in their daily work. We know that it’s not always possible to use this methodology due to various problems that occur in schools, but I hope that at some point it can be used. / Devido ao baixo desempenho em matemática dos estudantes de todo o Brasil, existe, atualmente, uma grande preocupação no ensino da matemática. Pesquisas indicam que o Brasil tem o segundo maior número de estudantes com baixa performance em matemática básica, em uma lista de 64 países em todo o mundo (segundo relatório da Organização para Cooperação e Desenvolvimento Econômico - OCDE, Paris-10/02/2016). Mediante a essa problemática, este trabalho vem sugerir uma proposta para ensinar a Álgebra no 7o e 9o ano do Ensino Fundamental, mais especificamente Expressões Algé- bricas, Equações do 1o grau, Equações do 2o grau e um breve estudo sobre Equações do 3 o grau, através de jogos e materiais concretos. O trabalho é fundamentado em estudos de alguns teóricos que escreveram sobre o tema. Baseados nesses estudos, foi feito uma base teórica dos conteúdos do tema, juntamente com sugestões de diversas atividades propostas utilizando jogos e materiais concretos. Espera-se que este trabalho sirva de apoio aos colegas professores de matemática no seu trabalho diário. Sabemos que nem sempre é possível usar esta metodologia, devido a vários problemas que acontecem nas escolas, mas espero que em algum momento, possa ser aproveitado.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-04-27T17:16:17Z No. of bitstreams: 2 Dissertação - Luciano Drigo Gomes - 2017.pdf: 3250105 bytes, checksum: c953339abc34b8641fff849a99a9beca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-03T11:44:11Z (GMT) No. of bitstreams: 2 Dissertação - Luciano Drigo Gomes - 2017.pdf: 3250105 bytes, checksum: c953339abc34b8641fff849a99a9beca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-03T11:44:11Z (GMT). No. of bitstreams: 2 Dissertação - Luciano Drigo Gomes - 2017.pdf: 3250105 bytes, checksum: c953339abc34b8641fff849a99a9beca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-31 / The purpose of this paper is to serve as support material for college teachers and, especially, for Higher Education, which refers to the study of Linear Differential Equations of First Order, as well as the techniques of resolutions and their infinity practical applications . The theme Differential Equations presents some many applications and makes Mathematics more palpable, more practical and more attractive to look for those who study it. Some demonstrations of resolution techniques will be performed, and especially will be applied such techniques to solve interesting problems for Basic and Higher Education. The latter more intensely. It will also take advantage of free software like Wxmaxima and Geogebra for graphic plotting. / O intuito deste trabalho é servir como material de apoio para professores do Ensino Médio e, especialmente, para o Ensino Superior, no que se remete ao estudo de Equações Diferenciais Lineares de Primeira Ordem, bem como as técnicas de resoluções e sua infinidade de aplicações práticas. O tema Equações Diferenciais apresenta diversas aplicações interessantes e faz a Matemática tornar-se mais palpável, mais prática e mais atrativa aos olhos de quem a estuda. Serão realizadas algumas demonstrações das técnicas de resoluções, e, especialmente, serão aplicadas tais técnicas para resolver problemas interessantes voltados ao Ensino Básico e Superior. Este último de forma mais intensa. Apropriar-se-á também de softwares livres como Wxmaxima e o Geogebra para plotagem gráfica.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-05-04T18:54:25Z No. of bitstreams: 2 Dissertação - Rafael Marques Paes Teixeira - 2017.pdf: 12639296 bytes, checksum: a0fc40914d28a4f117459a9314e27b7a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-05T12:55:45Z (GMT) No. of bitstreams: 2 Dissertação - Rafael Marques Paes Teixeira - 2017.pdf: 12639296 bytes, checksum: a0fc40914d28a4f117459a9314e27b7a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-05T12:55:46Z (GMT). No. of bitstreams: 2 Dissertação - Rafael Marques Paes Teixeira - 2017.pdf: 12639296 bytes, checksum: a0fc40914d28a4f117459a9314e27b7a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This dissertation presents the research that was focused on the study of solitons in nonintegrable systems governed by effective models of partial differential equations (PDEs) of (1+1) dimensions, that is, one spatial and one time dimension. In the main research line, we considered a model of two fields given by nonlinear Schrödinger equations with logarithmic nonlinearity and linear coupling, the main aspects of the collision dynamics of two Gaussian solitons (gaussons) were investigated, addressing the stability of the solutions, the interaction mechanisms, and the regularity of the scattering. The study of gaussons collisions in this model was performed via two approaches: semianalytic (variational/reduced model) and direct numerical simulation. For the system considered in this work, both approaches provided similar results which revealed the existence of a chaotic and fractal dynamics involving the initial conditions and the post-collisional properties of the solitons, which were verified by the analysis of the correlations between the input and output parameters. The fractal patterns are constituted by regularity windows that are positioned accordingly to a well defined rule, which was obtained via a linearization model that was found to be very similar in both approaches (i.e., the windows arrangement was well described by the variational model). In such windows the solitons collision dynamic turns out to be not chaotic (regular collision), it becomes predictable and very well defined, hence the width of these windows provides the conditions in which the control of the interaction is possible. Besides, by analyzing the dynamics of the variational parameters of the reduced model and also the dynamics of the most relevant physical quantities in the exact approach via PDEs (namely the total kinetic and potential energies), we attested that these windows arise due to a resonant mechanism of energy exchange between translational and vibrational soliton modes. By studying the linear stability of the solitary waves, we proved that the vibrational modes originate from shape oscillations induced by internal modes and also, possibly, by instability modes excited during the collisions. We verified that these oscillations are well defined in all regular collisions. The viability of the variational method in the system studied is due to the suitable description of the vibrational modes by the reduced model, and also the low influence of the emitted nonlinear radiation in the regular collision processes found in the direct simulations. / Essa dissertação apresenta o trabalho de pesquisa que teve como foco o estudo de sólitons em sistemas não-integráveis governados por modelos efetivos de equações diferenciais parciais (EDPs) de dimensão (1+1), isto é, uma dimensão espacial e uma temporal. Na linha de pesquisa principal, foi considerado um modelo de dois campos dado por equações de Schrödinger com não-linearidade logarítmica e acoplamento linear, em que foram investigados os principais aspectos da colisão de dois sólitons gaussianos (gaussons), considerando a estabilidade das soluções, seus mecanismos de interação e a regularidade do espalhamento. O estudo de colisões de gaussons nesse modelo foi realizado a partir de duas abordagens: semianalítica (modelo variacional/reduzido) e simulação numérica direta. Para o sistema considerado nesse trabalho, as duas abordagens renderam resultados semelhantes que revelam a existência de uma dinâmica caótica e fractal envolvendo as condições iniciais e as propriedades pós-colisionais dos sólitons, que foi constatada pela análise das correlações entre os parâmetros de entrada e saída. Os padrões fractais são constituídos por janelas de regularidade, cujo posicionamento segue uma regra bem definida que foi obtida via um modelo de linearização que se mostrou muito semelhante nas duas abordagens (i.e., a distribuição de janelas foi bem descrita variacionalmente). Em tais janelas a dinâmica de colisão dos sólitons deixa de ser caótica (colisão regular), tornando-se previsível e bem definida, por isso a largura dessas janelas fornece as condições em que o controle da interação é possível. Além disso, pela análise da dinâmica dos parâmetros variacionais do modelo reduzido e das quantidades físicas mais relevantes na abordagem exata via EDPs (energia total cinética e potencial), verificou-se que essas janelas surgem devido a um mecanismo ressonante de troca de energia entre os modos translacionais e vibracionais dos sólitons. Pelo estudo da estabilidade linear das ondas solitárias, verificou-se que os modos vibracionais decorrem de oscilações de forma induzidas por modos internos e também, possivelmente, por modos de instabilidade excitados durante as colisões. Constatou-se que essas oscilações são bem definidas em todas as colisões regulares. A viabilidade do método variacional no sistema estudado se deve à adequada descrição dos modos vibracionais pelo modelo reduzido e à baixa influência da radiação não-linear emitida sobre os processos de colisão regulares encontrados via simulações diretas.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-03-05T19:51:11Z No. of bitstreams: 2 Dissertação - Manuella Heloisa de Souza Carrijo - 2014.pdf: 1837276 bytes, checksum: bf6fdf0dfef85008e8e91e1bc07e3caa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-03-05T19:51:22Z (GMT) No. of bitstreams: 2 Dissertação - Manuella Heloisa de Souza Carrijo - 2014.pdf: 1837276 bytes, checksum: bf6fdf0dfef85008e8e91e1bc07e3caa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-05T19:51:22Z (GMT). No. of bitstreams: 2 Dissertação - Manuella Heloisa de Souza Carrijo - 2014.pdf: 1837276 bytes, checksum: bf6fdf0dfef85008e8e91e1bc07e3caa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-10-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of training citizens is very present in the goals of education even in their variations of principles and ideals that are diversified according to the intentions and needs of a society characterized historical, political and culturally. In this sense, this research of theoretical nature, aims to promote reflection on the theme of education for citizenship through education. In a qualitative approach, theses and dissertations grounded in the fundamentals of Critical Mathematics Education were analyzed in order to understand the concepts of citizenship adopted. To this end, we sought to reflect the training for citizenship in its various dimensions, from a citizenship of the market until a proposal for critical citizenship-planetary. The highlight for dialogue and democracy, the formatter power of mathematics and the responsible individual's participation in a global society, are high points in this discussion. In this sense, Critical Mathematics Education appears as alternative theoretical and practical understanding of the role of mathematics teaching regarding the formation of spaces that promote such purposes. However, in the analyzed studies little or no explicit argument is made about understanding the world and reality as a backdrop for an understanding of citizenship, but some clues might be contemplated. / O propósito de formação de cidadãos está a muito presente nos objetivos de educação mesmo que em suas variações de princípios e ideais que se diversificam conforme as intenções e as necessidades de representações de uma sociedade caracterizada histórico, político e culturalmente. Nesse sentido, essa investigação, de cunho teórico, tem por objetivo promover reflexões sobre a temática da formação para a cidadania por meio da educação. Em uma abordagem qualitativa, teses e dissertações embasadas nos fundamentos da Educação Matemática Crítica foram analisadas com o objetivo de compreender as concepções de cidadania adotadas. Para tanto, procurou-se refletir a formação para a cidadania em suas diversas dimensões, desde uma cidadania de mercado até uma proposta de cidadania crítica-planetária. O destaque para o diálogo e a democracia, o poder formatador da matemática e a participação responsável do sujeito em uma sociedade planetária, são pontos altos nessa discussão. Nesse sentido, a Educação Matemática Crítica, aparece como alternatica teórica e prática de compreensão do papel do ensino da matemática no que tange a formação de espaços capazes de promover tais finalidades. Contudo, nos trabalhos analisados pouco ou quase nenhuma argumentação explícita é feita acerca do entendimento de mundo e de realidade como pano de fundo para um entendimento de cidadania, porém alguns indícios puderam ser contemplados.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-17T13:35:24Z No. of bitstreams: 1 evandrodefreitas.pdf: 1325640 bytes, checksum: 5e6a80ba2ec417aa23d9dad0d4cff87f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-02T11:09:46Z (GMT) No. of bitstreams: 1 evandrodefreitas.pdf: 1325640 bytes, checksum: 5e6a80ba2ec417aa23d9dad0d4cff87f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-07T11:59:37Z (GMT) No. of bitstreams: 1 evandrodefreitas.pdf: 1325640 bytes, checksum: 5e6a80ba2ec417aa23d9dad0d4cff87f (MD5) / Made available in DSpace on 2017-02-07T11:59:37Z (GMT). No. of bitstreams: 1 evandrodefreitas.pdf: 1325640 bytes, checksum: 5e6a80ba2ec417aa23d9dad0d4cff87f (MD5) Previous issue date: 2013-08-15 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho apresentamos alguns métodos para a resolução de problemas de probabilidade. Dois deles são estudados no Ensino Médio: a árvore de probabilidades e as técnicas de contagem. O terceiro é o triângulo de Pascal visto aqui como instrumento de cálculo de probabilidades. O quarto e último método é um recurso não usualmente apresentado, mas de entendimento acessível no Ensino Médio: a matriz de transição. / This work presents some methods for solving probability problems. Two of them are studied in high school: the tree of probability and counting techniques. The third is the Pascal triangle seen here as a tool for calculating probabilities. The fourth and final method is a feature not usually presented, but understanding accessible in high school: the transition matrix.

Orientador : Ubiratan D'Ambrosio / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-19T11:40:19Z (GMT). No. of bitstreams: 1 Fiorentini_Dario_D.pdf: 24619824 bytes, checksum: cca1ee8af66c7ef7c38b2dd57e4bd4d4 (MD5) Previous issue date: 1994 / Resumo: Este estudo inventaria, descreve e avalia a pesquisa brasileira em educação matemática, focalizando, sobretudo as tendências temáticas e teórico-metodológicas, as indagações (perguntas ou problemas) que foram objeto de investigação, os pesquisadores e orientadores dos estudos, e, os centros ou programas em que os mesmos foram produzidos. Para descrever o ¿estado da arte¿ da educação matemática brasileira, enquanto campo de produção de conhecimento, foram analisados, antes da década de 70, os poucos estudos/pesquisas sistemáticos realizados na área e, após esse período décadas de 70 e 80, as mais de 200 dissertações/teses relativas à educação. Dentre as linhas temáticas de pesquisa que surgiram na década de 80, foram escolhidas duas ¿ Resolução de Problemas e Modelagem Matemática, para uma avaliação/revisão mais sistemática e detalhada. Os resultados sugerem que a educação matemática brasileira, enquanto campo de estudo/pesquisa, teria passado por três fases distintas e viveria hoje uma quarta fase. As duas primeiras corresponderiam às fases da gestação (antes da década de 70) e do nascimento (década de 70) desse campo profissional. A terceira (década de 80) corresponderia à fase do surgimento de uma comunidade nacional de educadores matemáticos, os quais, contribuíram para a ampliação da região de inquérito da educação matemática e para a consolidação das primeiras linhas de pesquisa. A fase atual (anos 90) marca o surgimento de uma comunidade cientifica de pesquisadores na área. Anexo à Tese, é apresentado um catálogo contendo os resumos dos 204 estudos analisados. / Abstract: This study inventories, describes and evaluates brazilin research in mathematics education focalizing on the thematic and methodological-theoretic tendencies, the questions or problems that were the object of investigation, the researchers and orientors of the studies and the centers or programs in wich these studies were produced. To describe the state of the art of brazilin mathematics education as a field of production of knowledge, the few systematic research studies realized before the 1970¿s and the more than 200 dissertations and theses realized in the 1970¿s and 1980¿s related to mathematics education and produced in pos-graduate courses were analyzed. From the thematic lines of research that developed in the 1980¿s, two were chosen ¿ Problem Solving and Mathematic Modeling ¿ from a more systematic and detailed review and analysis. The results demonstrate that brazilin mathematical education as a field of research and study passed through three two phases corresponded to the phases of gestation (before the 1970¿s) and birth (the decade of the 1970¿s) of this professional field. The third phase corresponded to the development of a national community of mathematics educators, who contributed for the amplification of the mathematics educators, who contributed for the amplification of the region of mathematics educational inquiry and for the consolidation of the first lines of research. The actual phase (the 1990¿s) marks the development of a scientific community of scholars in the area. Annexed to this study is a catalog containing the abstracts of the 204 studies analyzed. / Doutorado / Metodologia de Ensino / Doutor em Educação

Evaluation of automatic speech recognition (ASR) systems is difficult and costly, since it requires manual transcriptions. This evaluation is usually done by computing word error rate (WER) that is the most popular metric in ASR community. Such computation is doable only if the manual references are available, whereas in the real-life applications, it is a too rigid condition. A reference-free metric to evaluate the ASR performance is \textit{confidence measure} which is provided by the ASR decoder. However, the confidence measure is not always available, especially in commercial ASR usages. Even if available, this measure is usually biased towards the decoder. From this perspective, the confidence measure is not suitable for comparison purposes, for example between two ASR systems. These issues motivate the necessity of an automatic quality estimation system for ASR outputs. This thesis explores ASR quality estimation (ASR QE) from different perspectives including: feature engineering, learning algorithms and applications. From feature engineering perspective, a wide range of features extractable from input signal and output transcription are studied. These features represent the quality of the recognition from different aspects and they are divided into four groups: signal, textual, hybrid and word-based features. From learning point of view, we address two main approaches: i) QE via regression, suitable for single hypothesis scenario; ii) QE via machine-learned ranking (MLR), suitable for multiple hypotheses scenario. In the former, a regression model is used to predict the WER score of each single hypothesis that is created through a single automatic transcription channel. In the latter, a ranking model is used to predict the order of multiple hypotheses with respect to their quality. Multiple hypotheses are mainly generated by several ASR systems or several recording microphones. From application point of view, we introduce two applications in which ASR QE makes salient improvement in terms of WER: i) QE-informed data selection for acoustic model adaptation; ii) QE-informed system combination. In the former, we exploit single hypothesis ASR QE methods in order to select the best adaptation data for upgrading the acoustic model. In the latter, we exploit multiple hypotheses ASR QE methods to rank and combine the automatic transcriptions in a supervised manner. The experiments are mostly conducted on CHiME-3 English dataset. CHiME-3 consists of Wall Street Journal utterances, recorded by multiple far distant microphones in noisy environments. The results show that QE-informed acoustic model adaptation leads to 1.8\% absolute WER reduction and QE-informed system combination leads to 1.7% absolute WER reduction in CHiME-3 task. The outcomes of this thesis are packed in the frame of an open source toolkit named TranscRater -transcription rating toolkit- (https://github.com/hlt-mt/TranscRater) which has been developed based on the aforementioned studies. TranscRater can be used to extract informative features, train the QE models and predict the quality of the reference-less recognitions in a variety of ASR tasks.

This dissertation is divided into three different parts. In the first part we analyse collected data on the occurrence of influenza-like illness (ILI) symptoms regarding the 2009 influenza A/H1N1 virus pandemic in two primary schools of Trento, Italy. These data were used to calibrate a discrete-time SIR model, which was designed to estimate the probabilities of influenza transmission within the classes, grades and schools using Markov Chain Monte Carlo (MCMC) methods. We found that the virus was mainly transmitted within class, with lower levels of transmission between students in the same grade and even lower, though not significantly so, among different grades within the schools. We estimated median values of R0 from the epidemic curves in the two schools of 1.16 and 1.40; on the other hand, we estimated the average number of students infected by the first school case to be 0.85 and 1.09 in the two schools. This discrepancy suggests that household and community transmission played an important role in sustaining the school epidemics. The high probability of infection between students in the same class confirms that targeting within-class transmission is key to controlling the spread of influenza in school settings and, as a consequence, in the general population. In the second part, by starting from a basic host-parasitoid model, we study the dynamics of a 2 hosts-1 parasitoid model assuming, for the sake of simplicity, that larval stages have a fixed duration. If each host is subjected to density-dependent mortality in its larval stage, we obtain explicit conditions for coexistence of both hosts, as long as each 1 host-parasitoid system would tend to an equilibrium point. Otherwise, if mortality is density-independent, under the same conditions host coexistence is impossible. On the other hand, if at least one of the 1 host-parasitoid systems has an oscillatory dynamics (which happens under some parameter values), we found, through numerical bifurcation, that coexistence is favoured. It is also possible that coexistence between the two hosts occurs even in the case without density-dependence. Analysis of this case has been based on methods of approximation of the dominant characteristic multipliers of the monodromy operator using a recent method introduced by Breda et al. Models of this type may be relevant for modelling control strategies for Drosophila suzukii, a recently introduced fruit fly that caused severe production losses, based on native parasitoids of indigenous fruit flies. In the third part, we present a starting point to analyse raw data collected by Stacconi et al. in the province of Trento, Italy. We present an extensions of the model presented in Part 2 where we have two hosts and two parasitoids. Since its analysis is complicated, we begin with a simpler one host-one parasitoid model to better understand the possible impact of parasitoids on a host population. We start by considering that the host population is at an equilibrium without parasitoids, which are then introduced as different percentages of initial adult hosts. We compare the times needed by parasitoids to halve host pupae and we found that the best percentage choice is 10%. Thus we decide to fix this percentage of parasitoid introduction and analyse what happens if parasitoids are introduced when the host population is not at equilibrium both by introducing always the same percentage or the same amount of parasitoids. In this case, even if the attack rate is at 1/10 of its maximum value, parasitoids would have a strong effect on host population, shifting it to an oscillatory regime. However we found that this effect would require more than 100 days but we also found that it can faster if parasitoids are introduced before the host population has reached the equilibrium without parasitoids. Thus there could be possible releases when host population is low. Last we investigate also what happens if in nature mortality rates of these species increase and we found that there is not such a big difference respect to the results obtained using laboratory data.