The subject of this thesis is comparation methods of measuring elevation of experimental points on the network site Tetčice. There was mutually comparated height differences , which were mesured with methods of precise leveling, trigonometric method and fast static GPS measurment method. It was experimentaly used Sanchez method to reduce the effects of refraction measured at zenith angles. In the area of interest was used the method of interpolation to height calculation of point Bučín in elevation system Bpv, calculated from quasi-geoid heights on the surrounding leveling points.

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Avvägning är den traditionella metoden för höjdmätning, medan trigonometrisk höjdmätningunderlättar vid höjdmätning på längre avstånd och vid kuperad terräng. Syftet med studien varatt undersöka mätosäkerheten vid trigonometrisk höjdmätning. Detta genom en jämförelsemed traditionell höjdmätning som utförts med ett finavvägningsinstrument samt hur mångahelsatser som krävs för att erhålla resultat med låg mätosäkerhet för trigonometriskhöjdmätning. Kravet som ställdes var 2 mm√L, där L är avvägningstågets längd i km.Mätningarna har genomförts i två tunnlar varav i den ena var markytan plan och i den andralutade marken 1 m på 10 m (1/10). Höjdfixarna monterades i bergväggen ungefär var tiondemeter och höjdbestämdes med avvägningsinstrument, DNA03, för att erhålla sanna höjder förhöjdfixarna. Därefter mättes höjdfixarna in genom trigonometrisk höjdmätning i helsatsermed multistationen MS50. Höjder erhållna med trigonometrisk höjdmätning beräknades ochnätutjämnades i Svensk byggnadsgeodesi (SBG) Geo 15 för att sedan kunna jämföra medhöjd som erhållits med avvägningsinstrument. Signifikanstest beräknades för varje mätningför att avgöra om mätningarna var av samma population.Slutningsfelet för samtliga avvägningståg ligger inom toleransen och tillförlitligheten förhöjdbestämningen är hög. Vid höjdbestämning med trigonometrisk höjdmätning kan intesamma låga mätosäkerhet som med avvägningsinstrument förväntas, men inte långt ifrån.Med trigonometrisk höjdmätning, utfört med MS50, för distanser mellan 10-100 m kan enmätosäkerhet runt 0,5-1,5 mm förväntas vid mätning i två helsatser. Signifikanstestet visadeatt fler mätningar var inom konfidensintervallet 95 % när två kända höjder användes iberäkningarna i stället för en känd höjd. Vid mätning med totalstation kan lägremätosäkerheter för trigonometrisk höjdmätning förväntas än 0,5-1,5 mm på 10-100 m. / The aim of the thesis was to determine the uncertainty of trigonometric height measurementin comparison by traditional height measurement performed with a digital level. Levelling isthe traditional method of height measurement while the trigonometric height measurementfacilitates height measurement at longer distances and in terrain. The uncertainty of thetrigonometric height measurement has been investigated as well as how many rounds ofmeasurements are sufficient for measurements between 10-100 m.The measurements were carried out in two tunnels where in one the ground was plane and inthe other it is grade was 1/10. Height fixes were mounted about every 10 meters in the rockwall and height determined with a levelling instrument, DNA03, to obtain true elevations onheight fixes. Thereafter, the height of the fixes were measured through trigonometric heightmeasurement in one, two, three and four rounds of measurements with a multi station, MS50.Elevation data was calculated and levelling net adjusted in Svensk byggnadsgeodesi (SBG)Geo to then compare the height data from the trigonometric height measurement with thelevelled height obtained by levelling instruments. Significance tests were calculated for themeasurement to determine if the measurements are of the same population.Connection error of all leveling was within tolerance which shows that the reliability of theheight determination is high. The height determination by trigonometric height measurementcan not be of the same low uncertainty that is expected with levelling, but not far from it.With trigonometric height measurement, carried out with MS50, for distances between 10-100m can an uncertainty of 0.5-1.5 mm be expected when two rounds of measurements are used.Significance test shows that more measurements are within the confidence interval 95% whentwo known heights are used in the calculations, instead of one known height.

Abstracts in English, Afrikaans and Zulu / The purpose of this study was to explore the learners’ understanding of trigonometric functions using GeoGebra software. A qualitative case study approach was used with six Grade 11 learners at a school in Tshwane South District. The data were collected during a seven-day period using multiple methods: a diagnostic test, worksheets, a smart recorder, a trigonometric functions test, one-on-one interviews and focus-group discussions. The findings showed clearly that the use of GeoGebra enhanced Grade 11 learners’ understanding of trigonometric functions. The findings also showed that the use of GeoGebra helped the learners to understand the basic trigonometric functions graphs. This enabled them to sketch freely without using the point-by-point method. Based on this study, it is recommended that GeoGebra should be made available to all Grade 11 learners. This will encourage them use the software out of regular school hours. / Die doel van hierdie studiegids was om die leerder se kennis van die gebruik van GeoGebra sagteware, ten opsigte van trigonometriese funksies te ondersoek. ‘n Kwalitatiewe benadering is gevolg met ses Graad 11 leerders by ‘n skool in die Tshwane Suid Distrik. Die data is ingewin oor ‘n periode van sewe dae, deur gebruik te maak van verskeie metodes: ‘n diagnostiese toets, werkkaarte, ‘n “smart” opname, ‘n trigonometriese funksies toets, een-tot-een onderhoude en fokusgroepe waar besprekings plaasgevind het. Die data-analise wys duidelik dat die gebruik van GeoGebra, die Graad 11 leerders gehelp het om trigonometriese funksies beter te verstaan. Die uitkomste wys ook duidelik dat GeoGebra die leerders gehelp het met ‘n beter begrip van die basiese trigonometriese funksies. Dit het hulle gehelp om vryhand sketse te doen en nie noodwendig die punt-tot-punt metode nie. Gebaseer op hierdie studie beveel ons aan dat GeoGebra beskikbaar gemaak moet word aan aale Graad 11 leerders. Dit sal leerders motiveer om ook die sagteware op hulle eie buite skoolure te gebruik. / Injongo yocwaningo lolu bekuyikuhlola ukuzwisisa kwabantwana amagrafu e-trigonometry ma bewafunda nge softhiwe ye GeoGebra. Abantwana abayisithupha abakubanga letshumi lanye abaphuma kusigodi se Tshwane South babambiqhaza kulolucwaningo lwendlela ye ‘qualitative case study’. Imininingo iqoqwe kumalanga ayisikhombisa kusetshenziswa indlela ezilandelayo: ukuhlolwa kwe-diagnostic, amaphepha okusebenzela, isingxoxo zamunye ngamunye lezingxoxo leqembu. Iziphumo ezinkulu zikhombe ngokucacile ukuthi ukusetshenziswa kwesofthiwe yeGeoGebra kukhulise ukuzwisisa kwamagrafu e-trigonometry ngabafundi bebanga letshumi lanye.Iziphumo njalo zibonise ukuthi abafundi bazwisisa izinto eziyisiseko ngala magrafu ma bewafunda ngesofthiwe ye GeoGebra. Lokhu kunike abafundi amandla okudwebadweba lamagrafu ngokushesha ngokukhululeka. Kusekelwa ngalezi ziphumo, kunconyiwe ukuthi abafundi bafumane isofthiwe yeGeoGebra ngaso sonke isikhathi. Lokhu kuzabakhuthaza ukuthi basebenzise lesofthiwe noma bengaphandle kwesikolo. / Mathematics Education / M. Ed. (Mathematics Education)

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

Soit P(z):=\sum_{\nu=0}^na_\nu z^{\nu}$ un polynôme de degré n et M:=\sup_{|z|=1}|P(z)|.$ Sans aucne restriction suplémentaire, on sait que $|P'(z)|\leq Mn$ pour $|z|\leq 1$ (inégalité de Bernstein). Si nous supposons maintenant que les zéros du polynôme $P$ sont à l'extérieur du cercle $|z|=k,$ quelle amélioration peut-on apporter à l'inégalité de Bernstein? Il est déjà connu [{\bf \ref{Mal1}}] que dans le cas où $k\geq 1$ on a $$(*) \qquad |P'(z)|\leq \frac{n}{1+k}M \qquad (|z|\leq 1),$$ qu'en est-il pour le cas où $k < 1$? Quelle est l'inégalité analogue à $(*)$ pour une fonction entière de type exponentiel $\tau ?$ D'autre part, si on suppose que $P$ a tous ses zéros dans $|z|\geq k \, \, (k\geq 1),$ quelle est l'estimation de $|P'(z)|$ sur le cercle unité, en terme des quatre premiers termes de son développement en série entière autour de l'origine. Cette thèse constitue une contribution à la théorie analytique des polynômes à la lumière de ces questions. / Let P(z):=\sum_{\nu=0}^na_\nu z^{\nu}$ a polynomial of degree n and M:=\sup_{|z|=1}|P(z)|$. Without any additional restriction, we know that $|P '(z) | \leq Mn$ for $| z | \leq 1$ (Bernstein's inequality). Now if we assume that the zeros of the polynomial $P$ are outside the circle $| z | = k$, which improvement could be made to the Bernstein inequality? It is already known [{\bf \ref{Mal1}}] that in the case where $k \geq 1$, one has$$ (*) \qquad | P '(z) | \leq \frac{n}{1 + k} M \qquad (| z | \leq 1),$$ what would it be in the case where $k < 1$? What is the analogous inequality for an entire function of exponential type $\tau$? On the other hand, if we assume that $P$ has all its zeros in $| z | \geq k \, \, (k \geq 1),$ which is the estimate of $| P '(z) |$ on the unit circle, in terms of the first four terms of its Maclaurin series expansion. This thesis comprises a contribution to the analytic theory of polynomials in the light of these problems.

[pt] Resposta a uma preocupação importante na resolução de equações, a impossibilidade de determinar, no conjunto dos números reais, as raízes quadradas de números negativos, o conjunto dos números complexos é estudado em detalhes. O rigor nas demonstrações dos teoremas e propriedades é prioritário para um bom entendimento do assunto. A história dos números complexos permite ao leitor visualizar como e porque surgiram estes números. Seu aparecimento não foi por acaso, e sim, pela necessidade de resolução de equações cúbicas. / [en] Response to a major concern in solving equations, the impossibility of determining, in the set of real numbers, the square roots of negative numbers, the set of complex numbers is studied in details. The rigour in statements of theorems and properties is a priority for a good understanding of the subject. The history of complex numbers allow the reader to see how and why these figures emerged. His appearance was no accident, and yes, by the necessity of solving cubic equations.

Made available in DSpace on 2016-04-27T16:57:00Z (GMT). No. of bitstreams: 1 Luciane Santos Rosenbaum.pdf: 6907932 bytes, checksum: 73fa79dd753c44164be51ff0aab23315 (MD5) Previous issue date: 2010-10-04 / Secretaria da Educação do Estado de São Paulo / This present work aims to verify: as compatible constructivist perspectives of learning with the planning of Trigonometric Functions; teaching the as researches in mathematics education field , which brings important results on the learning process may contribute to the organization of the Trigonometric Functions teaching that leverage best learning situations for students, as the performance of teachers of mathematics is revealed, with regard to planning activities in the teaching of Trigonometric Functions, consistent with a constructivist view of learning. We developed a qualitative study with two teachers and 70 students from the 2nd Grade of high school in a public school in the State of São Paulo. Its theoretical work of Simon (1995) on the use of HLT in teaching mathematics to formulate models of teaching based on constructivism. As a component of the Mathematics Teaching Cycle developed by Simon, the elaborate HLT was made use of the research findings for the development of Trigonometric Functions through activities and solve problems involving: constructions with ruler and compass, manipulative material, scientific calculator, construct graphs using software GeoGebra and paper and pencil. The results led us to conclude that the use of research contributes to the education organization of Trigonometric Functions; however you must provide access to such teachers to such research. Although the HLT are potentially rich, complex is the task of developing activities to accomplish a constructivist learning perspective. We note that participation in tasks involving the use of technology and material handling enhances the learning of Trigonometric Functions. However, the HLT is not prepared enough for learning to occur, because the teacher performance has a decisive role in mediating the construction of knowledge of the students. In the same way we experience the interaction and participation between students and teacher which is essential for learning / O presente trabalho tem como objetivo verificar: como compatibilizar perspectivas construtivistas de aprendizagem com o planejamento do ensino de Funções Trigonométricas; como as pesquisas na área de Educação Matemática, que trazem resultados importantes sobre a aprendizagem, podem contribuir para a organização do ensino de Funções Trigonométricas que potencialize boas situações de aprendizagem aos alunos; como a atuação do professor de Matemática se revela, no que se refere às atividades de planejamento do ensino de Funções Trigonométricas, de forma compatível com uma perspectiva construtivista de aprendizagem. Desenvolvemos um estudo de natureza qualitativa com 2 professores e 70 alunos da 2.ª série do Ensino Médio de uma escola da rede pública do Estado de São Paulo. Este trabalho, tem como fundamentação teórica os trabalhos de Simon (1995) sobre o uso de THA no ensino de Matemática para formular modelos de ensino baseados no construtivismo. Como componente do Ciclo de Ensino de Matemática desenvolvido por Simon, a THA elaborada fez uso de resultados de pesquisas para o desenvolvimento de Funções Trigonométricas por meio de atividades e resolução de problemas que envolveram: construções com régua e compasso, material manipulativo, calculadora científica, construção de gráficos usando o software Geogebra e papel e lápis. Os resultados obtidos nos levaram a concluir que o uso de pesquisas contribui para a organização do ensino de Funções Trigonométricas, no entanto é necessário possibilitar o acesso dos professores a tais pesquisas. Verificou-se que embora as THAs sejam potencialmente ricas, é complexa a tarefa de elaboração de atividades para que se efetive uma aprendizagem numa perspectiva construtivista. Constatamos que a participação em tarefas que envolvem o uso de tecnologia e manipulação de materiais potencializa o aprendizado de Funções Trigonométricas. Porém, a THA elaborada não é suficiente para que a aprendizagem ocorra, pois a atuação do professor tem papel decisivo na mediação da construção do conhecimento dos seus alunos. Da mesma forma vimos que a interação entre alunos, e estes com o professor são essenciais para uma aprendizagem significativa

Made available in DSpace on 2016-04-27T16:58:20Z (GMT). No. of bitstreams: 1 vera martins.pdf: 540342 bytes, checksum: cce5bbd0100c27ec63e22cb37816c3f8 (MD5) Previous issue date: 2003-05-22 / The objective of this work is to introduce the concepts of sine and cosine in a coordinated form, starting from right-angled triangles, passing through the trigonometric cycle and ending with the graphs of the corresponding functions, aiming to provide conditions which would enable students to attribute meaning to these concepts. To this end, a teaching sequence comprised of seven activities was devised as a means to investigate whether students of the 2nd year of Ensino Médio (High School), who had already studied trigonometry of the right-angled triangles and the trigonometric cycle, would use this knowledge, during the teaching sequence and with the help of the software Cabri-Géomètre, in the construction of graphs of the sine and cosine functions. The design and analysis of the teaching sequence is based on elements of the tool-object dialectic and the notion of the interaction between frameworks of Régine Douady. The activities were administered to a group of 16 students from a state school in the centre of the city of São Paulo during the year of 2002. In the problem-solving processes developed to solve the proposed questions and through the results obtained, the software Cabri-Géomètre demonstrated its efficiency, helping the students to associate the concepts already studied with respect to the right-angled triangle and the trigonometric cycle with the sine and cosine functions. The results also indicated that the majority of students perceived that the sine and cosine studied in the case of right-angled triangle do not differ from those studied in relation to the trigonometric cycle and, moreover, that the sine-curve and cosine-curve provide accurate portrayals of these concepts / O objetivo deste trabalho é introduzir o conceito de seno e cosseno de forma coordenada, partindo do triângulo retângulo, passando pelo ciclo trigonométrico e finalizando com os gráficos das funções correspondentes, tentando propiciar aos alunos, condições para atribuir significado a tais conceitos. Para isto foi elaborada uma seqüência didática composta de sete atividades, com intuito de investigar se alunos do 2° ano do ensino médio, que já trabalharam com trigonometria no triângulo retângulo e no ciclo trigonométrico, possam, por meio dela e com auxílio do software Cabri-Géomètre, utilizar estes conhecimentos, na construção dos gráficos das funções seno e cosseno. A elaboração e análise da seqüência de ensino, apoiam-se em elementos da dialética ferramenta-objeto e na noção de interação entre domínios, de Régine Douady. A aplicação das atividades ocorreu no ano de 2002 em uma escola da rede estadual de ensino, da região central da cidade de São Paulo. O grupo participante era composto por 16 alunos. No decorrer da resolução das questões propostas e pelos resultados obtidos verificou-se que, o software Cabri-Géomètre se mostrou bastante eficaz, auxiliando os alunos a associar os conceitos já estudados no triângulo retângulo e no ciclo trigonométrico, com as funções seno e cosseno. Os resultados obtidos também apontam que, a maioria dos alunos percebeu que o seno e o cosseno estudados no triângulo retângulo não diferem daqueles estudados no ciclo trigonométrico, e mais, que a senóide e a cossenóide retratam fielmente estes conceitos

Dans cette thèse, d’une part, nous généralisons au cas équivariant un résultat de J. Denef et F. Loeser sur les sommes trigonométriques sur un tore ; d’autre part, nous étudions la stratification de Thom-Boardman associée à la multiplication des sections globales des fibrés en droites sur une courbe. Nous montrons une inégalité subtile sur les dimensions de ces strates. Notre motivation vient du programme de Langlands géométrique. En s’appuyant sur les travaux de W. T. Gan, N. Gurevich, D. Jiang et de S. Lysenko, nous proposons, pour le groupe réductif G de type G2, une construction conjecturale du faisceau automorphe dont le paramètre d’Arthur est unipotent et sous-régulier. En utilisant nos deux résultats ci-dessus, nous déterminons les rangs génériques de toutes les composantes isotypiques d’un faisceau S₃-équivariant qui apparaît dans notre conjecture, ce S₃ étant le centralisateur du SL2 sous-régulier dans le groupe dual de Langlands de G. / In this thesis, on the one hand, we generalise to the equivariant case a result of J. Denef and F. Loeser about trigonometric sums on tori ; on the other hand, we study the Thom-Boardman stratification associated to the multiplication of global sections of line bundles on a curve. We prove a subtle inequaliity about the dimensions of these strata. Our motivation comes from the geometric Langlands program. Based on works of W. T. Gan, N. Gurevich, D. Jiang and S. Lysenko, we propose, for the reductive group G of type G2, a conjectural construction of the automorphic sheaf whose Arthur parameter is unipotent and sub-regular. Using our two results above, we determine the generic ranks of all isotypic components of an S3-equivaraint sheaf which appears in our conjecture, this S3 being the centraliser of the sub-regular SL2 inside the Langlands dual group of G.