Dissertations / Theses on the topic 'Analytical geometry'

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In the present work, we tried to investigate the conics in the synthetic, analytical and projective contexts, as well as to know some applications and properties of these curves. In the synthetic approach, it was emphasized a lithe of the historical aspects, the works made by Apollonius and Dandelin, a characterization for tangent and normal lines and re ecting properties. In the analytical approach, the Cartesian, polar and parametric equations were described, as well as the applications in the Kepler Laws. In the projective approach, the concepts of projective plane, projective point, projective line and projective applications were used to give meaning to the conic in the projective universe, in addition the Theorews of Pascal and Brianchon were demonstrated.
No presente trabalho, procurou-se investigar as cônicas nos contextos sintético, analítico e projetivo, bem como conhecer algumas aplicações e propriedades dessas curvas. Na abordagem sintética, foram enfatizados um pouco do aspecto histórico, os trabalhos feitos por Apolônio e Dandelin, uma caracterização para retas tangentes e normais e as propriedades refletoras. Na abordagem analítica, foram descritas as equações cartesianas, polares e paramétricas, como também as aplicações nas Leis de Kepler. Na abordagem projetiva, foram trabalhados os conceitos de plano projetivo, ponto projetivo, reta projetiva e aplicações projetivas para dar significado as cônicas no universo projetivo, além disso foram demonstrados os teoremas de Pascal e Brianchon.
São Cristóvão, SE

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The Descriptive Geometry had its origin during the Napoleonic Age through the mathematician Gaspard Monge. It arrived in Brazil in the early nineteenth century by imposition of D. Jo?o VI. It excelled mainly as part of the curriculum of higher education courses such as Engineering, Architecture and Arts discipline. In high school, teaching Descriptive Geometry is almost extinct, being restricted to only a few more traditional institutions. However, Descriptive Geometry is closely related to the Space Geometry, Analytical Geometry and Differential and Integral Calculus, so that its application in middle school will be of fundamental contribution to the learning of other geometric concepts
A Geometria Descritiva teve sua origem durante a Era Napole?nica atrav?s do matem?tico Gaspard Monge. Chegou ao Brasil no in?cio do s?culo XIX por imposi??o de D. Jo?o VI. Destacou-se basicamente como disciplina integrante de curr?culos de cursos superiores, tais como Engenharia, Arquitetura e Artes. No ensino m?dio, o ensino da Geometria Descritiva est? praticamente extinto, ficando restrito apenas a algumas institui??es mais tradicionais. Entretanto, a Geometria Descritiva se relaciona intimamente com a Geometria Espacial, a Geometria Anal?tica e os C?lculos Diferencial e Integral, de maneira que sua aplica??o no ensino m?dio poder? contribuir para o aprendizado de outros conceitos geom?tricos

Orientador: Roberto Andreani
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática Estatística e Computação Científica
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Resumo: A Geometria Analítica é ministrada de diferentes modos nas escolas do Brasil, resultado de inúmeras reformas nos programas estaduais de ensino. Em alguns lugares a apresentação da Geometria Analítica se faz com tratamento vetorial, o que não ocorre em outras localidades. Nessas localidades, os vetores ficaram restritos ao universo da Física. Nossa proposta, apesar de não ter o mérito da inovação, se alinha ao desejo de inúmeros profissionais da matemática, considera a possibilidade de repatriar os vetores para o domínio da matemática no Ensino Médio
Abstract: The Analytical Geometry is taught in differents ways in Brazilian Schools, as a result of numerous reforms of state educational programs. In some places the presentation of the Analytical Geometry is done by a vectorial treatment, whereas in other this does not occur. In these places, the vectors are restricted to the universe of Physics. Our proposal, despite having no innovation merit, is aligned to the whishes of numerous professionals of mathematics, considering the possibility to repatriate the vectors to the mathematics domain in High School
Mestrado
Matemática em Rede Nacional
Mestre

Orientador: Roberto Andreani
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática Estatística e Computação Científica
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Resumo: Esta dissertação tem por objetivo introduzir as definições e os conceitos básicos sobre vetores no R2 e no R3 no ensino básico, junto com as propriedades e operações e através deste conhecimento mostrar, com vários exemplos e aplicações, como isto simplifica e facilita o entendimento das atividades propostas nesta parte da educação matemática. Além disso estudar de forma conjunta a álgebra e a geometria, partindo de um lugar geométrico e então encontrando sua equação ou partindo de uma equação e então encontrando o lugar geométrico, esses que são os dois aspectos recíprocos do princípio fundamental da geometria analítica estudada em grande escala por Descartes e Fermat, dois dos grandes matemáticos que deram uma grande e significativa contribuição à matemática
Abstract: The objective of this thesis is to introduce the definitions and basic concepts about vectors on R² and R³ in basic education with proprieties, operations and beyond this knowledge explain with many examples and applications how this thesis simplifies the understanding of this activity which was proposed in this part of mathematics teaching and further to study jointly algebra and geometric starting from a geometric point and to finding your equation and then finding your geometric place. This two aspects are reciprocal from the fundamental principle of analytic geometry studied on a large scale by Descartes and Fermat, two of the biggest mathematicians
Mestrado
Matemática em Rede Nacional
Mestre

Due to their large torque-speed ratio and transmission efficiency, planetary gears are widely used in the automotive industry. However, high amplitude vibrations remain their critical weakness, which limits their usage especially when new strict noise legislations come into action. A new approach to handle the instability problems of planetary gears encountered in real industrial context is presented in this work. First, the dynamic response of a planetary gear failing to pass the noise regulations is theoretically investigated through an analytical model. The equations of motion were solved using the Spectral Iterative Method. The observed experimental results correlated well with those from the developed model. In order to limit the resonance phenomena, impacts of different macro and micro-geometry modifications were analytically investigated: quadratic teeth profile, different planets positioning, different number of teeth and number of planets. Optimum modifications were retrieved and are expected to be tested experimentally on a test bench and on the truck. Finally, the analytical model’s limits and sensitivity to different parameters were investigated in order to certify its reliability, and suggestions for improvements were presented.

A principal característica de cabos é a sua capacidadede suportar grande carga na direção longitudinal e são utilizadas em, por exemplo, concreto comprimido, plataformas e pontes. Usualmente, sua estrutura básica é formada por um elemento central (núcleo) e reto juntamente com outros componentes dispostos ao seu redor em forma de hélice. Existe uma variedade de geometrias que podem ser utilizadas, assim como número de camadas. Seguindo a teoria de vigas espaciais e parametrizando a geometria, a linha média de apenas uma dessas hélices foi analisada analiticamente. Essa simplificação é valida visto que o contato e deslizamento não são incluídos nesta teoria, produzindo uma primeira abordagem ao problema da modelagem dessas estruturas. Sendo assim, as equações de equilíbrio foram deduzidas e seu sistema diferencial foi resolvido com o objetivo de representar o comportamento mecânico da estrutura. Utilizando a tríade de Frenet-Serret para definir um sistema de coordenadas local, as condições de contorno foram aplicadas buscando determinar as constantes de integração resultantes da solução analítica das equações diferenciais. Essa solução foi comparadas com resultados numéricos obtidos pelo Método dos Elementos Finitos (FEM) para validação dos casos de carga concentrada e distribuída em duas geometrias, o arco plano e a hélice. Em ambos os casos resultados apresentaram boa concordância para forças, momentos, rotações e deslocamentos. Considerando o caso do arco, o seu raio foi aumentado, de forma que a geometria se aproximasse de uma viga reta. O modelo proposto também foi utilizado para simular uma mola sob compressão.
A high number of structures uses cables due to their ability to bear large load in the longitudinal direction, for example, prestressed concrete, offshore systems and bridges. Its basic structure is formed by a central straight element surrounded by strands laid helically. A variety of geometries can be used, as well as the number of layers. Using the theory of spatial beams and parameterizing the geometry, the center line of only one of these helixes was analyzed analytically, since contact and slip are not included in this theory, obtaining a first approach in order to model these structures and to determine its mechanical behavior. Thus, the equilibrium equations were deduced and the differential system was solved with the objective of representing the mechanical behavior of the structure. Using the Frenet-Serret triad to define a local coordinate system, the boundary conditions were applied aiming the determination of the integration constants. The expressions obtained were compared with results obtained by the Finite Element Method (FEM) for validation applying concentrated and distributed loads. All cases presented good agreement FOR forces, moments, rotations and displacements. Considering the arc case, its radius was increased until a straight beam. The proposed model was also used to simulate a spring under compression.

This study aimed to develop a teaching and learning model, based on principles derived from the fields of constructivist theory, schema theory, critical literacy theory, and design theory, to inform the development of hypermedia-mediated learning environments that facilitate the construction of mathematical knowledge by secondary school students in Thailand. In this study, the participants were a group of three secondary school students from the Demonstration school attached to the Faculty of Education at Khon Kaen University (Thailand). In order to ascertain how mathematical learning could be facilitated by the process of designing a web page that could be used to introduce other students to analytic geometry, all three participants were asked to work collaboratively to design an analytic geometry web page. The process of designing the web page was informed by a theoretical model derived from an analysis and synthesis from the research literature on constructivist theory, schema theory, critical literacy theory, and design theory. Findings from the study indicated that the creation of a web page facilitated and enhanced the Thai students' learning about analytic geometry. The major outcomes from the study are a revised theoretical framework to inform the integration of the design of mathematical web pages into Thai mathematics classrooms and a conceptual map framework to assess qualitative and quantitative changes to students' repertoires of knowledge about analytic geometry that emerge during the process of designing a webpage.

This study aimed to develop a teaching and learning model, based on principles derived from the fields of constructivist theory, schema theory, critical literacy theory, and design theory, to inform the development of hypermedia-mediated learning environments that facilitate the construction of mathematical knowledge by secondary school students in Thailand. In this study, the participants were a group of three secondary school students from the Demonstration school attached to the Faculty of Education at Khon Kaen University (Thailand). In order to ascertain how mathematical learning could be facilitated by the process of designing a web page that could be used to introduce other students to analytic geometry, all three participants were asked to work collaboratively to design an analytic geometry web page. The process of designing the web page was informed by a theoretical model derived from an analysis and synthesis from the research literature on constructivist theory, schema theory, critical literacy theory, and design theory. Findings from the study indicated that the creation of a web page facilitated and enhanced the Thai students' learning about analytic geometry. The major outcomes from the study are a revised theoretical framework to inform the integration of the design of mathematical web pages into Thai mathematics classrooms and a conceptual map framework to assess qualitative and quantitative changes to students' repertoires of knowledge about analytic geometry that emerge during the process of designing a webpage.

L'analyse et l'optimisation au niveau de système sont indispensables pour la progression de performance des réseaux de communication. Ils sont nécessaires afin de faire fonctionner de façon optimale des réseaux actuels et de planifier des réseaux futurs. La modélisation et l'analyse au niveau de système des réseaux cellulaires ont été facilitées grâce à la maîtrise de l'outil mathématique de la géométrie stochastique et, plus précisément, la théorie des processus ponctuels spatiaux. Du point de vue de système, il a été empiriquement validé que les emplacements des stations cellulaires de base peuvent être considérés comme des points d'un processus ponctuel de Poisson homogène dont l'intensité coïncide avec le nombre moyen de stations par unité de surface. Dans ce contexte, des contributions de ce travail se trouvent dans le développement de nouvelles méthodologies analytiques pour l'analyse et l'optimisation des déploiements de réseaux cellulaires émergents.La première contribution consiste à introduire une approche pour évaluer la faisabilité de réseaux cellulaires multi-antennes, dans lesquels les dispositifs mobiles à faible énergie décodent les données et récupèrent l'énergie à partir d’un même signal reçu. Des outils de géométrie stochastique sont utilisés pour quantifier le taux d'information par rapport au compromis de puissance captée. Les conclusions montrent que les réseaux d'antennes à grande échelle et les déploiements ultra-denses de stations base sont tous les deux nécessaires pour capter une quantité d'énergie suffisamment élevée et fiable. En outre, la faisabilité de la diversité des récepteurs pour l'application aux réseaux cellulaires descendants est également étudiée. Diverses options basées sur la combinaison de sélection et la combinaison de taux maximal sont donc comparées. Notre analyse montre qu'aucun système n’est plus performant que les autres pour chaque configuration de système : les dispositifs à basse énergie doivent fonctionner de manière adaptative, en choisissant le schéma de diversité des récepteurs en fonction des exigences imposées.La deuxième contribution consiste à introduire une nouvelle approche pour la modélisation et l'optimisation de l'efficacité énergétique des réseaux cellulaires.Contrairement aux approches analytiques actuellement disponibles qui fournissent des expressions analytiques trop simples ou trop complexes de la probabilité de couverture et de l'efficacité spectrale des réseaux cellulaires, l'approche proposée est formulée par une solution de forme fermée qui se révèle en même temps simple et significative. Une nouvelle expression de l'efficacité énergétique du réseau cellulaire descendant est proposée à partir d’une nouvelle formule de l'efficacité spectrale. Cette expression est utilisée pour l’optimisation de la puissance d'émission et la densité des stations cellulaires de base. Il est prouvé mathématiquement que l'efficacité énergétique est une fonction uni-modale et strictement pseudo-concave de la puissance d'émission en fixant la densité des stations de base, et de la densité des stations de base en fixant la puissance d'émission. La puissance d'émission optimale et la densité des stations de base s'avèrent donc être la solution des équations non linéaires simples.La troisième contribution consiste à introduire une nouvelle approche pour analyser les performances des réseaux cellulaires hétérogènes équipés des sources d'énergie renouvelables, telles que les panneaux solaires. L'approche proposée permet de tenir compte de la distribution spatiale des stations de base en utilisant la théorie des processus ponctuels, ainsi que l'apparition aléatoire et la disponibilité de l'énergie en utilisant la théorie des chaînes de Markov. En utilisant l'approche proposée, l'efficacité énergétique des réseaux cellulaires peut être quantifiée et l'interaction entre la densité des stations de base et le taux d'énergie d'apparition peut être quantifiée et optimisée
In communication networks, system-level analysis and optimization are useful when one is interested in optimizing the system performance across the entire network. System-level analysis and optimization, therefore, are relevant for optimally operating current networks, and for deploying and planning future networks. In the last few years, the system-level modeling and analysis of cellular networks have been facilitated by capitalizing on the mathematical tool of stochastic geometry and, more precisely, on the theory of spatial point processes. It has been empirically validated that, from the system-level standpoint, the locations of cellular base stations can be abstracted as points of a homogeneous Poisson point process whose intensity coincides with the average number of based stations per unit area.In this context, the contribution of the present Ph.D. thesis lies in developing new analytical methodologies for analyzing and optimizing emerging cellular network deployments. The present Ph.D. thesis, in particular, provides three main contributions to the analysis and optimization of energy-efficient cellular networks.The first contribution consists of introducing a tractable approach for assessing the feasibility of multiple-antenna cellular networks, where low-energy mobile devices decode data and harvest power from the same received signal. Tools from stochastic geometry are used to quantify the information rate vs. harvested power tradeoff. Our study unveils that large-scale antenna arrays and ultra-dense deployments of base stations are both necessary to harvest, with high reliability, a sufficiently high amount of power. Furthermore, the feasibility of receiver diversity for application to downlink cellular networks is investigated. Several options that are based on selection combining and maximum ratio combining are compared against each other. Our analysis shows that no scheme outperforms the others for every system setup. It suggests, on the other hand, that the low-energy devices need to operate in an adaptive fashion, by choosing the receiver diversity scheme as a function of the imposed requirements.The second contribution consists of introducing a new tractable approach for modeling and optimizing the energy efficiency of cellular networks. Unlike currently available analytical approaches that provide either simple but meaningless or meaningful but complex analytical expressions of the coverage probability and spectral efficiency of cellular networks, the proposed approach is conveniently formulated in a closed-form expression that is proved to be simple and meaningful at the same time. By relying on the new proposed formulation of the spectral efficiency, a new tractable closed-form expression of the energy efficiency of downlink cellular network is proposed, which is used for optimizing the transmit power and the density of cellular base stations. It is mathematically proved, in particular, that the energy efficiency is a unimodal and strictly pseudo-concave function in the transmit power, given the density of the base stations, and in the density of the base stations, given the transmit power. The optimal transmit power and density of base stations are proved to be the solution of simple non-linear equations.The third contribution consists of introducing a new tractable approach for analyzing the performance of multi-tier cellular networks equipped with renewable energy sources, such as solar panels. The proposed approach allows one to account for the spatial distribution of the base stations by using the theory of point processes, as well as for the random arrival and availability of energy by using Markov chain theory. By using the proposed approach, the energy efficiency of cellular networks can be quantified and the interplay between the density of base stations and energy arrival rate can be quantified and optimized

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this course conclusion work we will of conic approach in the study of analytic geometry and treat procedures in order to recognize the nature of the general equation of a curve of the second degree two variables, performing the analysis of the coefficients of your equation by an algebraic process. Simplification of calculations involved as well as the graphics sketch, the mathematical application Maple 18 will be used. Our aim is to develop students’ ability to relate and better secure the maths contents, since such an approach is not worked in textbooks the high school level.
Neste trabalho de conclusão de curso faremos uma abordagem das cônicas no estudo da Geometria Analítica e trataremos de procedimentos com a finalidade de se reconhecer a natureza da equação geral de uma curva do segundo grau a duas variáveis, realizando a análise dos coeficientes de sua equação por um processo algébrico. Na simplificação dos cálculos envolvidos, bem como no esboço de gráficos, será usado o aplicativo matemático Maple 18. Nosso intuito é desenvolver a habilidade dos alunos em relacionar e melhor fixar os conteúdos matemáticos abordados, visto que, tal abordagem não é trabalhada nos livros didáticos a nível de ensino médio.

The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement. Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses. Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered. Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade. A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam. Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term memory span and the classroom measure of geometry achievement.
Master of Science

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Aiming to arouse student interest in the subject, even before their algebraic treatment work Conic for Secondary Education, contextualization algebra begins with the historical context of the theme conical, showing the origin their studies and discoursing a little about the reasons responsible for this mathematical theory. Discuss the algebraic treatment of the three conical study: The ellipse, the parable and the hyperbola it is so that students see the basic education during the 3rd year of high school. Also will cite some basic concepts of analytic geometry which will be necessary for statements of properties and propositions that permeate the work. We will also present the GEO GEBRA program with explanations of its basic functions which will support everyday situations to enrich the classroom whose theme includes conical. Some dynamic constructions will be presented using the program and it should serve as motivation for the teacher to some geometric statements. Finally, we will present proposals to approach the subject in the classroom differently since contextualizaremos with historical facts and everyday situations each conic, together with a proposal for discussion of conical, linked to your application.
Visando despertar o interesse do aluno pelo tema, antes mesmo do seu tratamento algébrico; o trabalho Cônicas para o Ensino Médio da contextualização álgebra inicia-se com o contexto histórico do tema cônicas, mostrando a origem dos seus estudos e discorrendo um pouco sobre os matemáticos responsáveis pela fundamentação dessa teoria. Abordaremos o tratamento algébrico das três cônicas em estudo: A elipse, a parábola e a hipérbole pois é assim que os alunos da educação básica os veem durante o 3° ano do ensino médio. Citaremos também alguns conceitos básicos da geometria analítica os quais serão necessários para as demonstrações das propriedades e das proposições que permearão o trabalho. Apresentaremos também o programa GEOGEBRA com explicações das suas funções básicas as quais servirão de suporte para enriquecer situações cotidianas da sala de aula cuja temática inclui cônicas. Algumas construções dinâmicas serão apresentadas utilizando o programa e isto poderá servir para o professor como motivação para algumas demonstrações geométricas. Finalmente; apresentaremos propostas para a abordagem do tema em sala de aula de maneira diferenciada uma vez que contextualizaremos com fatos históricos e situações cotidianas cada uma das cónicas. Juntamente com uma proposta de problematização da cônica, vinculada à sua aplicação.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work presents one proposal that allows High School teachers and students a historical study of the construction of Conics, developed by Apollonius of Perga, the Mathematician and Astronomer that contributed immensely with the definitions we study nowadays in Mathematics. In a second moment, with Conics well defined by Pierre Fermat, the goal of the work is to address the content of Analytical Geometry as taught in the initial school years and Calculus courses. In a third moment, the approach is done through the study of Quadratic Functions, using a review of the content taught in Sophomore year of High School.
Este trabalho apresenta uma proposta de abordagem que permite tanto ao professor quanto ao aluno do ensino médio um estudo histórico da construção das Cônicas desenvolvidas pelo Matemático e Astrónomo Apolônio de Perga que contribuiu imensamente com as definições hoje estudadas na Matemática. No segundo momento, já bem mais definidas as Cônicas por Pierre Fermat o estudo tem como objetivo abordar o conteúdo da Geometria Analítica como é ensinado nas séries básicas e nas disciplinas de Cálculo. No terceiro momento, a abordagem é feita através do estudo das Funções Quadráticas, uma revisão da primeira série do Ensino Médio.

This research investigates how and which mathematical representations are mobilized by high school students of two schools of the Itabaiana / SE state network when solving activities involving concepts of analytical geometry. In order to do so, the study is based on Duval's theory of semiotic representation records (2003, 2009, 2010), as well as on the national curricular guidelines and guidelines published in Brazil (1999, 2002, 2006) the photocopies of twenty-one (21) student books and the protocols of a sequence of activities developed with one hundred and forty-two (142) students enrolled in the classes participating in the research . Based on the data collected following the qualitative research presuppositions Lüdke and André (1986) and the principles of the content analysis Bardin (2010) it is concluded that both textbooks and activities selected by the teachers and consequently carried out by the students, for the most part, the transformation of record conversion, however, mostly emphasize in algebraic, geometric, numerical, and natural language representations. Next, we applied a teaching sequence with all two hundred twenty-seven (227) students enrolled in these classes, seeking to identify some understandings regarding the learning of analytical geometry and the registers of semiotic representation, as well as to verify if and how this content was conducted in the classroom. Based on the collected data we conclude that teachers use in their class notes the conversions between representation registers, in the same way that the questions of the LD allow the student to also use these conversions. In the analysis of the LD, we verified that the activities that use the treatment in its resolution totals 7.91%, being 79.55% of treatment in the algebraic representation, 11.36% of treatment in natural language, 6.82% in the symbolic and 2 , 27% in figural, and 15.27% in book B, accounting for 37.70% of the activities that are worked through the treatment, being 73.76% of the algebraic representation register, 13.48% in numerical, 8 , 51% in the symbolic and 4.36% in the natural language. With regard to the conversion of records, in book A the percentage is 92.09%, while book B totals 62.30%. We also emphasize that the activities present in the students' notebooks mostly use the conversion among the representations, in the students' notebooks B2 totals 93.50% of the activities analyzed in the notebook, already in the students' notebooks a1, this total is 87 , 68%. In the students' book a2 and B1, we noticed a lower percentage than the others, totaling respectively 22.91% and 23.08% of representation conversions. We emphasize the importance of this research, because there are few investigations in the state of Sergipe having as main theoretician Raymond Duval and the theory of records of semiotic representation, thus enabling the expansion of this field in our state.
Esta pesquisa investiga como e quais representações matemáticas são mobilizadas por alunos de 3º ano do ensino médio de duas escolas da rede estadual de Itabaiana/SE ao resolverem atividades que envolvem conceitos de geometria analítica. Para tanto, o estudo embasa-se na teoria dos registros de representação semiótica de Duval (2003, 2009, 2010), bem como nos parâmetros e orientações curriculares nacionais publicadas em Brasil (1999, 2002, 2006) e toma como fonte os livros didáticos adotados pelos professores que ministraram aula durante o ano letivo de 2013, as fotocópias de vinte e um (21) cadernos de alunos e os protocolos de uma sequência de atividades desenvolvida com cento e quarenta e dois (142) estudantes matriculados nas turmas participantes da pesquisa. Com base nos dados coletados seguindo os pressupostos da pesquisa qualitativa Lüdke e André (1986) e os princípios da análise de conteúdo Bardin (2010) conclui-se que tanto os livros didáticos quanto as atividades selecionadas pelos professores e consequentemente, realizadas pelos alunos privilegiam, em sua maioria, a transformação de conversão de registros, no entanto, enfatizam, majoritariamente, nas representações algébricas, geométricas, numéricas e da língua natural. Logo em seguida, aplicamos uma sequência de ensino com todos os duzentos e vinte e sete (227) alunos matriculados nessas turmas, buscando identificar alguns entendimentos em relação à aprendizagem da geometria analítica e aos registros de representação semiótica, além de verificar se e como esse conteúdo era conduzido em sala de aula. Com base nos dados coletados concluímos que os professores utilizam em suas notas de aula as conversões entre registros de representação, da mesma forma que as questões do LD possibilitam o aluno a utilizar também essas conversões. Na análise do LD verificamos que as atividades que utilizam o tratamento na sua resolução totaliza 7,91%, sendo 79,55% de tratamento na representação algébrica, 11,36% de tratamento em língua natural, 6,82% na simbólica e 2,27% na figural, enquanto 15,27% no livro B, que contabiliza 37,70% das atividades que são trabalhadas por meio do tratamento, sendo 73,76% do registro de representação algébrica, 13,48% na numérica, 8,51% na simbólica e 4,36% em língua natural. Com relação à conversão de registros, no livro A o percentual é de 92,09%, enquanto o livro B totaliza 62,30%. Destacamos ainda que as atividades presentes nos cadernos dos alunos utilizam, em sua maioria, a conversão entre as representações, nos cadernos dos alunos B2 totaliza 93,50% das atividades analisadas no caderno, já nos cadernos dos alunos a1, esse total é de 87,68%. No caderno dos alunos a2 e B1, percebemos um percentual menor que os demais, totalizando, respectivamente 22,91% e 23,08% de conversões de representação. Destacamos a importância dessa pesquisa, pois há poucas investigações no estado de Sergipe tendo como principal teórico Raymond Duval e a teoria dos registros de representação semiótica, possibilitando assim a ampliação desse campo no nosso estado.
São Cristóvão, SE

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This essay aims at describing a formalized compositional process that applies principles of analytical plain geometry in order to compose the symphonic music Euclidianas, which is a cycle consisting of three pieces: Transmutações I, II e III. Thus, this work is made up by three important points: The macro structural planning, the geometrical planning, and the musical composition. Besides the questions involving the process of textural connection and contrast approached by Mary Wennerstrom, the planning is emphasized by variation of the density parameter developed by Wallace Berry. These concepts were associated with the principles of analytical geometry, such as rotation, augmentation, diminution and deformation process in their individual or compound disposition to mold and develop the sound aggregates in the composition. The conception of this work based on the understanding of some aspects that are related to the formalized compositional process, which is very important to the learning and to the application of some available and developed tools in twentieth century music.
O presente ensaio analítico tem como objetivo descrever o processo de formalização composicional a partir da utilização de princípios da geometria plana analítica na criação da obra Euclidianas que é um ciclo sinfônico composto por três peças: Transmutações I, II e III. Assim, o trabalho está dividido em três pontos importantes: o planejamento macro-estrutural, o planejamento geométrico e a realização musical. Além das questões envolvendo os processos texturais de conexão e contraste abordados por Mary Wennerstrom, o planejamento tem ênfase na variação do parâmetro densidade desenvolvido por Wallace Berry. Esses conceitos foram associados aos princípios da geometria analítica, como, por exemplo, processos de rotação, aumentação, diminuição e deformação em sua disposição individual e composta para moldar os desdobramentos de agregados sonoros na composição. Este trabalho foi concebido para a compreensão dos aspectos básicos que envolvem um processo composicional formalizado, que é de grande valia para o aprendizado e utilização de ferramentas disponíveis e desenvolvidas na música do séc XX.

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Outra
In this thesis we aim, through the use of a technological tool, the computer, show the possibility of teaching Mathematics causing the student to build their knowledge from concepts presented with the help of software that allow viewing the activities developed. In this sense, we use the GeoGebra software, it is a dynamic geometry software in the public domain and its application to analytic geometry content is easy to learn for the user. Thus, we present a teaching sequence using GeoGebra software in teaching Analytic Geometry, following the contents of the Curriculum Proposal of the State of São Paulo. In each of the proposed activities develop the theoretical content with exercises followed by activity in GeoGebra. At the end of each activity are some of the comments made by students.
Nesta dissertação temos como objetivo, a partir do uso de uma ferramenta tecnológica, o computador, mostrar a possibilidade de ensinar Matemática fazendo com que o estudante construa seu conhecimento a partir de conceitos apresentados com auxílio de softwares que possibilitem visualizar as atividades desenvolvidas. Neste sentido, utilizamos o software GeoGebra, que se trata de um software de Geometria dinâmica de domínio público e sua aplicação aos conteúdos de Geometria Analítica é de fácil aprendizado para o usuário. Desta forma, apresentamos uma sequência didática utilizando o Software GeoGebra no ensino de Geometria Analítica, seguindo os conteúdos da Proposta Curricular do Estado de São Paulo. Em cada uma das atividades propostas desenvolvemos o conteúdo teórico com exercícios seguido da atividade no GeoGebra. Ao final de cada atividade apresentamos alguns dos comentários feitos pelos estudantes.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The Hyperbole and its Applications begins with a brief historical background on the origins of the conic sections analysis, followed by a proposition of a new approach to the conic sections studies in High School, due to the large amount of important applications these studies have in everyday life. The rst chapter of the research presents the primary concepts necessary to a good hyperbole study understanding. After presenting this concepts the research focuses in the evidence of the hyperbole concept, its most important elements, the rotary axis and the hyperbole properties. Among these properties, the main object of this study is the re ective hyperbole property, since it can be applied to many elds of study such as Astronomy, in the Telescopes and even Navigations. Some other properties are brie y mentioned during this work and others have a more detailed approach. Finally, a largely used new coordinates system is presented - the Polar Coordinate System. The research purpose is to infer, by the use of this new system, the equations of the ellipse, parable and hyperbole.
A Hipérbole e suas Aplicações inicia-se com um breve contexto histórico sobre o qual se originou o estudo das cônicas e propõe uma abordagem diferenciada para o estudo de cônicas no Ensino Médio devido a grande quantidade de aplicações importantes das propriedades das cônicas no cotidiano. O primeiro capítulo do trabalho trata-se dos conceitos preliminares para um bom estudo da hipérbole. Logo em seguida apresentamos o conceito de hipérbole, seus principais elementos, rotação de eixos e propriedades da hipérbole. Dentre essas propriedades, o principal objeto de estudo será a propriedade re etora da hipérbole, pois é esta que tem aplicações nos mais variados ramos da ciência tal como Astronomia, nos telescópios e na navegação. Algumas aplicações serão citadas brevemente e outras abordadas com mais detalhes. Finalizando, apresentaremos um novo sistema de coordenadas também muito utilizado: o sistema de Coordenadas Polares e adotando esse novo sistema, deduzir as equações da elipse, parábola e hipérbole.

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Este trabalho inicia-se com uma breve investigação histórica sobre as cônicas e, em seguida, apresenta o estudo destas curvas no plano sob três aspectos: o geométrico, o analítico e o da definição unificada através da propriedade foco-diretriz. Nestas três abordagens, os principais resultados são analisados computacionalmente através do programa GeoGebra (http://www.geogebra.org). Partindo de dois destes resultados, o da reta tangente e a equação geral das cônicas em coordenadas polares, tornam-se evidentes as propriedades de reflexão das cônicas e as aplicações à Mecânica Celeste, respectivamente
This work begins with a brief historical investigation on conics and presents the study of these curves in the plane under three aspects: geometrical, analytical and from the unified definition through of the property focus-directrix. In these three different approaches, the main results are analyzed computationally by using the software GeoGebra (http://www.geogebra.org). Two of these results, the tangent line and the general equation of conics written in polar coordinates, will provide the applications to reflective properties of conics and to Celestial Mechanics, respectively

Let Ω ⊂ Rn be a bounded Lipschitz domain and consider the energy functional F[u, Ω] := ∫ Ω F(∇u(x)) dx, over the space Ap(Ω) := {u ∈ W 1,p(Ω, Rn): u|∂Ω = x, det ∇u> 0 a.e. in Ω}, where the integrand F : Mn×n → R is quasiconvex, sufficiently regular and satisfies a p-coercivity and p-growth for some exponent p ∈ [1, ∞[. A motivation for the study of above energy functional comes from nonlinear elasticity where F represents the elastic energy of a homogeneous hyperelastic material and Ap(Ω) represents the space of orientation preserving deformations of Ω fixing the boundary pointwise. The aim of this thesis is to discuss the question of multiplicity versus uniqueness for extremals and strong local minimizers of F and the relation it bares to the domain topology. Our work, building upon previous works of others, explicitly and quantitatively confirms the significant role of domain topology, and provides explicit and new examples as well as methods for constructing such maps. Our approach for constructing strong local minimizers is topological in nature and is based on defining suitable homotopy classes in Ap(Ω) (for p ≥ n), whereby minimizing F on each class results in, modulo technicalities, a strong local minimizer. Here we work on a prototypical example of a topologically non-trivial domain, namely, a generalised annulus, Ω= {x ∈ Rn : a< |x|