The main purpose of this study is to investigate eighth-grade students¡¦ understanding of the equal sign and analyzed error types of quadratic equation in one variable. To achieve this purpose, the investigator did a survey and development instruments. Participants were 215 eighth-grade students who formed a convenient sample. There are three results. First, participants with a relational definition of the equal sign added to about 80% of the sample. Second, the performance of students with relational definitions is higher than the performance of students with operational definitions. Third, students¡¦ understanding of the equal sign was related to their respective problem-solving performance on quadratic equation in one variable. In this study, participants with an operational definition of the equal sign tended to guess randomly or leave a blank. Problem-solving performance of participants with a relational definition of the equal sign involved multiple strategies. The researcher suggested that teachers should strengthen students¡¦ understanding of equal sign and related students¡¦ prior algebraic knowledge.

There are four normed division algebras over real numbers, namely real numbers, complex numbers, quaternions, and octonions. Lack of commutativity and associativity make it difficult to investigate algebraic and geometric properties of octonions. Eigenvalue problem of octonionic Hermitian matrices is one of the interesting studies where we can see this difficulty of extending the basic properties from complex Hermitian matrices to octonionic Hermitian matrices. This includes the notion of orthogonality and decomposition of a Hermitian matrix using its eigenvalues and eigenvectors.Liping Huang and Wasin So derived explicit formulas for computing the roots of quaternionic quadratic equations. We extend their work to octonionic case and solve octonionic left quadratic equations. We represent left spectrum of two by two octonionic Hermitian matrix using the solutions to corresponding octonionic left quadratic equation and identify the family of matrices which admit non-real left eigenvalues. For three by three case we review previous work by Tevian Dray and Corinne Manogue of real eigenvalue problem and study characteristic equations which admit non-real roots that are correspond to non-real left eigenvalues. Finally, we discuss the right spectrum using the associator method, and provide examples using "pyoctonion" python library. Interesting applications and open problems for future studies in this literature are also included.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-25T12:30:08Z No. of bitstreams: 1 cristianemouradasilvabronsatocanella.pdf: 3616926 bytes, checksum: 56d40ead5f29f375d5ec1d6d47c6db80 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-25T16:34:02Z (GMT) No. of bitstreams: 1 cristianemouradasilvabronsatocanella.pdf: 3616926 bytes, checksum: 56d40ead5f29f375d5ec1d6d47c6db80 (MD5) / Made available in DSpace on 2016-07-25T16:34:02Z (GMT). No. of bitstreams: 1 cristianemouradasilvabronsatocanella.pdf: 3616926 bytes, checksum: 56d40ead5f29f375d5ec1d6d47c6db80 (MD5) Previous issue date: 2016-06-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho sobre funções quadráticas, destina-se a colaborar de forma contextualizada, com o estudo da função quadrática, desde sua parte histórica, passando pela equação quadrática, inequações quadráticas, sua representação gráfica, sua caracterização, contextualização através de problemas, resgatando a construção da parábola com régua e compasso e de forma atual, utilizando o GeoGebra. Mostramos também a utilização da propriedade refletora da parábola em diversas situações, bem como uma explicação geométrica para o fato. Espera-se que seja um instrumento colaborativo na construção do conhecimento e que seja principalmente, de fácil entendimento. / This work about quadratic functions is intended to collaborate in context with the study of the quadratic function from its historical part, passing by quadratic equation, quadratic inequalities, its graphic representation, its characterization, contextualization through problems, rescuing construction the parabola with ruler and compass, and current form using GeoGebra. Also we show the use of the reflective parabola property in several situations, as well as, a geometric explanation for the fact. It is expected to be a collaborative tool in the construction of knowledge and it is especially easy to understand.

Yes / This paper proposes a new index to determine the static voltage stability of the load buses in a power network for certain operating conditions and hence identifies load buses which are close to voltage collapse. The proposed index is formulated from the quadratic equation derived from a two-bus network and is computed using the apparent power and the line impedance. The proposed index shows how far the load buses from their voltage stability limit and hence the most sensitive bus can be identified according to maximum loadability. 14 bus IEEE reliability test system is used to study the performance of the proposed index for its validity. A comparison is also made between proposed index and some other indices found in the literature. The results are discussed and key conclusion drawn.

In my thesis I deal with quadratic equation, inequality and quadratic function and their teaching with using computer and interactive whiteboard. The thesis is devided into two parts, theoretical one and practical one. In the theoretical part I deal with motivation to learning, constructivism, rating the teaching materials and interactivity in the school surrounding. I state my conclusions from lessons, where I used the prepaired worksheets with secondary vocational school students. The practical part includes my own created worksheets for teaching with interactive whiteboard and their use in teaching on a secondary vocational school.

O estudo dos nÃmeros complexos no ensino mÃdio à caracterizado, quase exclusivamente, pela abordagem algÃbrica deixando a parte geomÃtrica e suas aplicaÃÃes sem uma devida importÃncia. Este trabalho apresenta um estudo sobre nÃmeros complexos bem como algumas de suas aplicaÃÃes tanto da parte algÃbrica, aplicada a polinÃmios, quanto da parte geomÃtrica aplicada em especial à trigonometria. De inÃcio fizemos uma abordagem dos fatos histÃricos desses nÃmeros citando alguns matemÃticos que deram suas contribuiÃÃes acerca desse conjunto complexo. Em seguida à apresentada a parte teÃrica, algÃbrica e geomÃtrica, bem como algumas aplicaÃÃes a trigonometria. Por fim apresentamos a teoria das equaÃÃes algÃbricas quadrÃticas e cÃbicas e a interaÃÃo dessas com os nÃmeros complexos. / The study of the complex numbers in the medium teaching is characterized, almost exclusively, for the algebraic approach leaving the geometric part and their applications without a due importance. This work presents a study on complex numbers as well as some of their applications so much of the algebraic part, applied to polynomials, as of the geometric part especially applied to the trigonometry. Of I begin did an approach of the historical facts of those numbers mentioning some mathematical that gave their contributions near of that complex group. Soon afterwards the part theoretical, algebraic and geometric is presented, as well as some applications the trigonometry. Finally we presented the theory of the quadratic and cubic algebraic equations and the interaction of those with the complex numbers.

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Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)

Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)

The thesis is concerned with the introduction of complex num- bers. This topic is often perceived by pupils and students as very mysterious. This is often due to excessive formality, to which more time is devoted than to the illustrative geometrical concept of complex numbers. As a result, the important theorems achieved by complex numbers in the field of mathema- tics are consequently skipped. This thesis focuses on an illustrative geometric view on the field of complex numbers that will facilitate the understanding of related undergraduate curriculum. The text is written for readers at the upper grades of high school and first years of college. Examples are also included to create a coherent text useful for teaching and self-study. 1