Dissertations / Theses: 'Decimal system'

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Agranionih, Neila Tonin. "Escritas numéricas de milhares e valor posicional : concepções iniciais de alunos de 2ª série." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13485.

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As escritas numéricas e o valor posicional do número são o tema desta pesquisa que tem como objetivos: investigar concepções construídas na interação criança-escrita numérica que contribuem para a construção do valor posicional característico do sistema de numeração decimal; identificar contribuições das notações de números multidígitos à conceituação do valor posicional do número, e verificar as formas cognitivas por meio das quais estas contribuições se efetivam. Consiste num estudo de análise qualitativa.Fundamenta-se na concepção epistemológica construtivista, e volta-se para as microaprendizagens presentes no processo de construção da compreensão do valor posicional e de apropriação da escrita numérica convencional de multidígitos. Envolveu nove alunos da segunda série do Ensino Fundamental de uma escola estadual do município de Erechim-RS, selecionados por sorteio a partir da realização de pré-testes com 44 crianças de três turmas nos quais foram avaliadas noções de composição aditiva, domínio da escrita numérica de multidígitos e do valor posicional. Os critérios utilizados para a seleção foram: compreensão da composição aditiva, não-compreensão do valor posicional e o não-domínio das escritas numéricas de multidígitos. Os alunos participantes da pesquisa, organizados em trios, participaram de onze situações didáticas ao longo do segundo semestre letivo do ano de 2005. A pesquisa evidenciou um processo construtivo não linear, no qual as crianças construíram concepções próximas ao valor posicional, à medida que as situações didáticas provocavam reflexões e sucessivas tomadas de consciência sobre as notações em si e sobre as relações entre escritas e agrupamentos. No que se refere ao valor posicional, a escrita numérica não sugeriu, de imediato, a possibilidade de formarem agrupamentos de acordo com as propriedades do sistema de numeração decimal, do mesmo modo que os agrupamentos (organizados dentro destes princípios) não sugeriram, num primeiro momento, a escrita numérica correspondente. Ambos, escritas e agrupamentos, num primeiro momento, significaram para as crianças a quantidade total representada tanto pelas escritas numéricas quanto pelos agrupamentos. Observou-se uma construção incipiente e progressiva dos princípios aditivo e multiplicativo do sistema, bem como da compreensão da organização do sistema em potências de dez, elementos fundamentais ao reconhecimento do valor relativo do algarismo. As notações, por si só, não foram “transparentes” às crianças e o aprendizado do valor posicional ocorreu a partir da reflexão sobre as relações entre os resultados das ações e sobre as próprias reflexões realizadas por abstrações reflexionantes e tomadas de consciência.
Numeric writings and the number place value are the theme of this research, which aims: to investigate conceptions built on the children-numeric writing interaction that contributes for the construction of place value characteristic of the decimal system; to identify contributions of multidigit numbers to the conceptualization of the number place value and; to verify the cognitive forms through which these contributions are effective. It is a study of qualitative analysis. It is grounded on the constructivist epistemological conception, and it turns to micro-learnings present in the process of construction of place value comprehension and of appropriation of the conventional numeric writing of multidigits. Nine fundamental second grade students from a public state school in the town of Erechim/RS were involved in the research, selected by assortment after the accomplishment of pre-tests with 44 children from three classes in which notions of additive composition, the understanding of numeric writing of multidigit and place value were evaluated. The criteria used for the selection were: comprehension of additive composition, the non-comprehension of place value and the non-dominance of numeric writings of multidigits. The participants of the research, organized in triads, participated in eleven didactic situations during the second school semester of 2005. The research evidenced a constructive, non-linear process, in which children built conceptions close to the place value, as the didactic situations provoked reflections and successive consciousness about notations and about the relations between writings and groupings. Regarding place value, the numeric writing did not suggest, at first, the possibility of forming groups according to the properties of decimal system, in the same manner that the groupings (organized within these principles) did not suggest immediately the correspondent numeric writing. In a first moment, both, writings and groupings, meant for the children the total quantity represented as for numeric writings as for groupings. An incipient and progressive construction of additive and multiplicative principles of the system was observed, as well as the comprehension of the system organization in potencies of tens, fundamental elements for the recognition of the number relative value. The notations, by themselves, were not “transparent” for the children and the learning of place value took place from the reflection about relations between action results and about the reflections accomplished by reflexive abstractions and consciousness.
Las escritas numéricas y el valor posicional del número son temas de esta pesquisa, que tiene como objetivos: investigar concepciones construidas en la interacción niñoescrita numérica que contribuyen para la construcción del valor posicional característico del sistema de numeración decimal; identificar contribuciones de las notaciones de números multidígitos a la conceptuación del valor posicional del número y verificar las formas cognitivas a través de las cuales estas contribuciones se efectúan. Consiste en un estudio de análisis cualitativo. Se fundamenta en la concepción epistemológica constructivista y se vuelve para los microaprendizajes presentes en el proceso de construcción de la comprensión del valor posicional y de apropiación de la escrita numérica convencional de multidígitos. Involucró nueve alumnos del segundo año de la Enseñanza Primaria – 2ª série do Ensino Fundamental – de una escuela estadual del municipio de Erechim-RS, seleccionados, por sorteo, a partir de la realización de pré-testes con 44 niños de tres grupos en los cuales fueron evaluados nociones de composición aditiva, el dominio de la escrita numérica de multidígitos y del valor posicional. Los criterios utilizados para la selección fueron: comprensión de la composición aditiva, no comprensión del valor posicional y el no dominio de las escritas numéricas de multidígitos. Los alumnos participantes de la pesquisa, organizados en triades, participaron de once situaciones-didácticas a lo largo del segundo semestre lectivo del año de 2005. La pesquisa evidenció un proceso constructivo, no linear, en el cual los niños construyeron concepciones próximas al valor posicional, a la medida que las situaciones didácticas provocaban reflexiones y sucesivas tomadas de conciencia sobre las notaciones en si y sobre las relaciones entre escritas y agrupamientos. A lo que se refiere al valor de posición, la escrita numérica no sugirió, de inmediato, la posibilidad de formar agrupamientos de acuerdo con las propiedades del sistema de numeración decimal, del mismo modo que las agrupaciones (organizados dentro de estos principios) no sugirieron de inmediato la escrita numérica correspondiente. Ambos, escritas y agrupamientos, en un primer momento, significaron para los niños la cuantidad total representada tanto por las escritas numéricas, cuanto por los agrupamientos. Se observó una construcción incipiente y progresiva de los principios aditivo y multiplicativo del sistema, bien como de la comprensión de la organización del sistema en potencias de diez, elementos fundamentales al reconocimiento del valor relativo del guarismo. Las notaciones, tan sólo, no fueron “transparentes” los niños y el aprendizaje del valor posicional ocurrió a partir de la reflexión sobre las relaciones entre los resultados de las acciones y sobre las propias reflexiones realizadas por abstracciones reflexionantes y tomadas de conciencia.

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Santana, Gracielly da Silva. "Algoritmos utilizados para as quatro operações elementares." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6449.

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This work is meant to study some properties of the four elementary operations on the set of natural numbers. Some relevant aspects to Decimal Numbering System will be verified as well as the expansion of a number on that system. It will also demonstrate the usage of the "Golden Beads", a very useful pedagogical resource when it comes to understanding the Decimal Numbering System and even its usage to solve one of the elementary operations. Therefore, some of the algorithms that can be used to solve each of the four operations: addition, subtraction, multiplication and division.
Neste trabalho, estudaremos algumas propriedades das quatro operações elementares no Conjunto dos Números Naturais. Verificaremos alguns aspectos pertinentes ao Sistema de Numeração Decimal, bem como a expansão de um número nesse sistema. Aproveitaremos para mostrar um pouco da utilização do Material Dourado que é um recurso pedagógico muito útil, quando se trata de compreender o Sistema de Numeração Decimal e até mesmo para efetuarmos uma das operações elementares. A partir daí mostraremos alguns algoritmos que podem ser utilizados para resolvermos cada uma das quatro operações: adição, subtração, multiplicação e divisão.

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Tracanella, Aline Tafarelo. "O Sistema de Numeração Decimal: um estudo sobre o valor posicional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21279.

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As soon as children begin their school life, they already carry with them an idea about the numbers and operation of the Decimal Number System (DNS). However, this knowledge need to be systematized, extended and deepened appropriately in order to assist in the construction of other mathematical concepts. Given this problem, the present research aims to investigate the mobilized knowledge of the positional value in the DNS and the understanding of the characteristics of number zero in the same system by students of the fourth year of Elementary School. Therefore, it is done a brief historical context to rescue how the development of this kind of knowledge by ancient people has developed over time. As theoretical contributions, it is used the researches of Piaget & Szeminska, and of Kamii on the constructions of the number concept by the students. Regarding to the acquisition of the properties of the DNS, it is discussed the researches of Fayol, Lerner & Sadovsky as well as Zunino, who also studies the issue of the number zero in this system. To achieve the research objective, it is adopted the qualitative methodology, since the focus of it is on the mobilized knowledge by the students in the search for a solution to proposed activities. It was also developed an instrument with six exercises involving the positional value and the number zero, based on the proposed sequence in the Brandt version. One week after an application of the instrument, it was conducted a semistructured interview, which was of very important to understand the answers provided by the students. In the analysis and discussion of the obtained data, it is understand that the students mobilized knowledge about the numerical sequence and the criteria of comparison pointed out by Lerner & Sadovsky. In addition to these mobilized knowledge, the participants also used the contextualization of activities to justify their responses, using a comparison with everyday situations, such as, for example, age observation among children. Regarding the number zero, it was analyzed the meanings attributed to this number by the students during interviews. During the research phases, all students stated that zero “worth nothing”, but they have provided justifications that meet the historical facts pointed out in the brief contextualization carried out in the third chapter of the research. It is also noted that the participants are building their knowledge about DNS, presenting an unstable knowledge that changes according to the question asked regarding the proposed situation. The results found in this research indicate that the work with DNS needs to be continuous throughout the initial years of Elementary School, as the students continue to build their knowledge about DNS and expand their understanding of the number zero in the years after the literacy cycle
Assim que as crianças iniciam sua vida escolar, já carregam consigo alguma ideia sobre os números e sobre o funcionamento do Sistema de Numeração Decimal (SND). Todavia esses conhecimentos precisam ser sistematizados, ampliados e aprofundados adequadamente, para auxiliar na construção de outros conceitos matemáticos. Diante dessa problemática, a presente pesquisa tem por objetivo investigar que conhecimentos são mobilizados por alunos do quarto ano do Ensino Fundamental acerca do valor posicional no SND e sobre a compreensão do número zero nesse mesmo sistema. Para isso, buscamos em uma breve contextualização histórica resgatar como se deu o desenvolvimento desses saberes por povos antigos no decorrer do tempo. Como aportes teóricos, nos baseamos nas pesquisas de Piaget e Szeminska e de Kamii sobre a construção do conceito de número pelos alunos. Com relação à aquisição das propriedades do SND, discorremos sobre as pesquisas de Fayol e de Lerner e Sadovsky, bem como de Zunino, que aborda também a questão do número zero nesse sistema. Para atender ao objetivo da pesquisa, adotamos a metodologia de cunho qualitativo, pois o foco da investigação está nos conhecimentos mobilizados pelos educandos na busca por uma solução para as atividades propostas. Elaboramos um instrumento com seis exercícios envolvendo o valor posicional e o número zero, baseado na sequência proposta na tese de Brandt. Uma semana após a aplicação do instrumento, realizamos uma entrevista semiestruturada, que foi de suma importância para compreender com maior clareza as respostas fornecidas pelos alunos. Na análise e discussão dos dados obtidos, compreendemos que os estudantes mobilizaram conhecimentos acerca da sequência numérica e dos critérios de comparação apontados por Lerner e Sadovsky. Além desses conhecimentos mobilizados, os participantes também recorreram à contextualização das atividades para justificar suas respostas, usando a comparação com situações cotidianas, como, por exemplo, a observação da idade entre crianças. Com relação ao número zero, analisamos os significados atribuídos a esse número pelos alunos durante as entrevistas. Durante as fases da pesquisa, todos os educandos afirmaram que o zero “não vale nada”, mas trouxeram justificativas que vão ao encontro dos fatos histórico apontados na breve contextualização realizada no primeiro capítulo da investigação. Notamos também que os participantes estão construindo seus conhecimentos acerca do SND, apresentando um conhecimento não estável, ou seja, que se altera de acordo com a pergunta feita referente à situação proposta. Os resultados encontrados nessa pesquisa apontam que o trabalho com o SND precisa ser contínuo, durante todos os anos iniciais do Ensino Fundamental, pois os alunos continuam construindo seus conhecimentos acerca do SND e ampliando sua compreensão sobre o número zero nos anos posteriores ao ciclo de alfabetização

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Bruwer, Tertius F. "Wanbegrippe ten opsigte van bewerkings met desimale breuke." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50545.

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Thesis (MEd)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without being noticed and these are not corrected by repeated routine exercises. The misconceptions formed are at times the result of inappropriate models used to solve problems. An even bigger concern is that these particular models sometimes provide the correct answers by accident. This may result in the learner's belief in the models being reinforced, as described by Swan (n.d.). The aim of this study is to identify the misconceptions related to the use of decimal fractions by Grade 8 and 9 learners and then, through the use of an intervention program, to address the learners' misconceptions and attempt to correct them. Two schools were involved in this study. The group of learners from school A served as a control group to determine the success of the intervention in learners from school B. The results of school A, the frequency and nature of errors were compared with the test results of school B as well as described by interviews with learners from school B. After the diagnostic tests and interview, the learners' answers were compared with those already described in literature. The learners from school B participated voluntarily in the intervention program. Learners from both schools wrote a post-test and the results were compared with those of a pre-test. The conclusion of this study is that there are misconceptions concerning calculations with decimal fractions at Grade 8 and 9 level. These misconceptions are formed during the intermediate phase and are not suitably corrected. The intervention program, for various reasons, had limited success. These reasons are discussed and recommendations are made for future intervention programs.
AFRIKAANSE OPSOMMING: Navorsing toon dat wanbegrippe ten opsigte van berekeninge in baie klaskamers onopgemerk verbygaan en dat dit nie reggestel word deur herhaalde roetine oefeninge nie. Wanbegrippe wat kinders vorm is onder andere die gevolg van onvanpaste modelle wat gebruik word vir die oplos van probleme. 'n Groter gevaar is dat hierdie onvanpaste modelle toevallig die regte antwoord lewer. Dit kan dan veroorsaak dat die leerder se vertroue op die modelle net versterk word, soos Swan (s.j.) dit beskryf. Die doel van hierdie studie is om wanbegrippe ten opsigte van bewerkings met desimale breuke by Graad 8 en 9 leerders te identifiseer en dan deur middel van 'n intervensieprogram die leerders se wanbegrippe aan te spreek en te probeer regstel. Twee skole is by hierdie studie betrek. Die groep leerders van skool A sou dien as 'n kontrolegroep om die intervensie-sukses van die leerders van skool B te bepaal. Die skool A resultate en frekwensie van foute asook die aard daarvan is vergelyk met die toetse van skool B en beskryf op grond van onderhoude met die leerders van skool B. Ná die diagnostiese toets en onderhoud is die leerders se antwoorde vergelyk met dié wat reeds in die literatuur beskryf is. Die leerders van skool B is op vrywillige basis by 'n intervensieprogram betrek. Beide skole se leerders het daarna 'n natoets geskryf en die resultate is vergelyk met dié van die voortoets. Die gevolgtrekking wat uit hierdie studie gemaak word, is dat daar wanbegrippe ten opsigte van bewerkings met desimale breuke op graad 8 en 9 vlak aanwesig is. Hierdie wanbegrippe is in die intermediêre fase gevorm en nie reggestel nie. Die intervensieprogram het om verskeie redes slegs beperkte sukses gehad. Hierdie redes word bespreek en aanbevelings word gemaak vir toekomstige intervensieprogramme.

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Gomes, Herica Cambraia. "Educação matemática inclusiva: musicalidade, modificabilidade cognitiva estrutural e mediação docente." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20629.

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With the advancement of neuroscience, we find ourselves in a promising moment for inclusive mathematics, which has significant repercussion in the learning of the Decimal Numbering System, mainly in the associative aspects of mathematical cognition and psychomotor stimulation as inseparable in the body and mind relation. Musicality is presented as an innate process, in a construct of elements that encompass Corporeity, Rhythm and Sound, as a possibility of a new teaching strategy. Therefore, this investigation chose to identify teacher’s perception by elaborating, developing and analyzing teaching experiences of the Decimal Numbering System with Musicality in the first two years of Primary Education. The theoretical anchorage in composed of concepts that unfold into triads deriving from Neuroscience (SNARC effect, Numerical Route and Numerical Reasoning), Executive Functions (Voluntary Attention, Operational Memory and Inhibitory Control), Musicality (Corporeity/Watchful Hearing; Movements/Rhythms; and Qualities/Sound) and Teaching Mediation (Intentionality/Reciprocity. Meaning and Transcendence). The research, using a qualitative method, unfolds itself into practical activities, analyzed from the contributions of Musicality in the Decimal Numbering System teaching, into the curriculum and into teaching mediation. The results showed three improvements in teaching: 1) Voluntary Attention and Operational Memory brought by Musicality through watchful hearing projected in the Counting and in the Mental Calculation accomplished by the students, without distinction; 2) the development of the Corporeity and Musicality Scheme for Mental Calculation, in which the representation of the numerical writing comes from the Global Praxis, following systematized, coordinated, enlarged and ascending steps; and 3) the accomplishment of Mental Calculation during the Musicality activities that associate numbers and pulses, tones of musical instruments and mathematical operations, working as a process of evaluating Decimal Numbering System learning. The teacher’s self-evaluation elected studying practice, autonomy and creativity as the main influences of Musicality in the teaching performance; the teachers pointed out, also, the perspective of “error” as a boosting mechanism for the learning process and the respect of individual times as an inclusive practice of Mathematics Teaching
Com o avanço da neurociência, encontramo-nos em momento promissor na educação matemática inclusiva, com significativas repercussões na aprendizagem do Sistema de Numeração Decimal, sobretudo nos aspectos associativos da cognição matemática e estimulação psicomotora como indissociáveis na relação corpo-mente. A Musicalidade é apresentada como processo nato, em um constructo de elementos que envolvem Corporeidade, Ritmo e Som, como possibilidade de nova estratégia de ensino. Neste sentido, esta investigação optou por analisar as contribuições da Musicalidade no ensino do Sistema de Numeração Decimal por meio da identificação de percepções de professores nos dois anos iniciais do ensino fundamental, ao elaborarem, desenvolverem e analisarem experiências de ensino do Sistema de Numeração Decimal utilizando a Musicalidade. A ancoragem teórica é composta por conceitos, que se desdobram em tríades, advindos da Neurociência (Efeito SNARC, Rota Numérica e Senso Numérico), das Funções Executivas (Atenção Voluntária, Memória Operacional e Controle Inibitório), da Musicalidade (Corporeidade/Escuta Atenta; Movimentos/Ritmos; e Qualidades/Som) e da Mediação Docente (Intencionalidade/ Reciprocidade, Significado e Transcendência). A pesquisa, de abordagem qualitativa, exploratória e descritiva, configura-se com desdobramentos em atividades práticas, analisadas a partir de contribuições da Musicalidade no ensino do Sistema de Numeração Decimal, no Currículo e na Mediação Docente. Os resultados apontaram três evoluções no ensino: 1) a Atenção Voluntária e a Memória Operacional desencadeadas pela Musicalidade por meio da Escuta Atenta projetadas na Contagem e no Cálculo Mental realizados pelos alunos, sem distinção; 2) o desenvolvimento do Esquema de Corporeidade da Musicalidade para o Cálculo Mental, no qual a representação da escrita numérica parte da Praxia Global, obedecendo a etapas sistematizadas, coordenadas, ampliadas e ascendentes; e 3) a realização do Cálculo Mental durante as atividades de Musicalidade, que associam números e pulsos, timbres de instrumentos musicais e operações matemáticas, funcionando como processo de avaliação da aprendizagem do Sistema de Numeração Decimal. A autoavaliação das professoras elegeu a prática de estudos, a autonomia e a criatividade como principais influências da Musicalidade na performance docente; as docentes apontaram, também, a perspectiva do “erro” como mecanismo impulsionador do processo de aprendizagem e o respeito aos tempos individuais como prática inclusiva da educação matemática

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Silva, Renato Carneiro da. "Sistema de numeraÃÃo decimal : saberes docentes e conhecimentos discentes do 3Â ano do ensino fundamental." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16618.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Esta pesquisa analisa os saberes docentes e os conhecimentos discentes do 3Â ano do Ensino Fundamental sobre o sistema de numeraÃÃo decimal â SND. A HistÃria do SND, de acordo com Ifrah (2005) e Eves (2011), permite conhecer o desenvolvimento das suas caracterÃsticas â as bases, os algarismos, a criaÃÃo do zero â o que favorece uma EducaÃÃo MatemÃtica problematizadora. Os objetivos dessa pesquisa, que Ã um estudo de caso, sÃo: i) identificar os conhecimentos de estudantes do 3Â ano do Ensino Fundamental na escrita de nÃmeros, com 2 e 3 ordens, e os saberes docentes mobilizados na interpretaÃÃo de tais registros; ii) conhecer registros de representaÃÃo de estudantes do 3Â ano do Ensino Fundamental na escrita de nÃmeros, com 2 e 3 ordens; e iii) investigar como a professora analisa as escritas discentes de nÃmeros, com 2 e 3 ordens, em diferentes registros de representaÃÃo. Participaram da pesquisa 24 estudantes do 3Â ano do Ensino Fundamental e uma professora de uma escola pÃblica do municÃpio de Maranguape, regiÃo Metropolitana de Fortaleza. Os saberes discentes foram avaliados nos seguintes aspectos: ComparaÃÃo de numerais com quantidade diferente de algarismos; ComparaÃÃo de numerais com a mesma quantidade de algarismos; Do numeral verbal falado para o numeral arÃbico (escrever); Do numeral verbal falado para o numeral arÃbico (escolher uma opÃÃo); Do numeral arÃbico para numeral verbal escrito (por extenso); Do numeral escrito (por extenso) para o numeral arÃbico. As questÃes foram organizadas em itens que continham numerais com 2, 3 e 4 algarismos. ApÃs a aplicaÃÃo do teste, realizou-se com a professora regente uma entrevista estruturada dividida em 3 momentos: o primeiro, relacionado aos seus saberes do conhecimento, pedagÃgicos e existenciais sobre o SND; o segundo, com perguntas com o objetivo de compreender como esta analisa as produÃÃes dos seus estudantes; e o terceiro, abordando as reflexÃes da professora sobre a pesquisa realizada. Os resultados com os estudantes revelaram a necessidade do trabalho com as diversas representaÃÃes do SND e o fato que mais da metade dos estudantes jÃ possui algum conceito sobre a quarta ordem do SND, mesmo sem esse conteÃdo constar do currÃculo referente ao seu ano e nÃo ter sido estudado, ratificando outros estudos os quais afirmam que os estudantes estÃo na escola com aprendizagens que esta nÃo os proporcionou. O currÃculo, portanto, precisa ser revisto, pois o engessamento de alguns conteÃdos a determinado momento restringe a aprendizagem dos estudantes. Os resultados com a professora evidenciam uma prÃtica que tem no livro didÃtico seu principal recurso metodolÃgico e desconhecimento das caracterÃsticas do SND. Ratifica-se, dessa forma, a necessidade de uma formaÃÃo docente dessa etapa da escolarizaÃÃo que englobe todos os saberes do conhecimento. Espero que este estudo contribua para novas pesquisas, favorecendo o desenvolvimento de uma EducaÃÃo MatemÃtica que as crianÃas merecem para uma vida mais plena.

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MagalhÃes, ElisÃngela Bezerra. "A Sequencia Fedathi na deficiÃncia visual." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13472.

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CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior
Nesse trabalho procuramos investigar as contribuiÃÃes da utilizaÃÃo da SequÃncia Fedathi para o ensino da matemÃtica objetivando a elaboraÃÃo de conceitos do sistema de numeraÃÃo decimal por discentes cegos com a utilizaÃÃo do recurso Q.V.L. A metodologia proposta como aporte teÃrico da pesquisa baseia-se em uma prÃtica pedagÃgica que indica a postura do professor como um mediador do ensino favorecendo ao estudante uma elaboraÃÃo ativa dos seus conhecimentos, procurando desenvolver aprendizagem significativa, oportunizando aos estudantes uma maior aproximaÃÃo com conceitos cientÃficos. A sequÃncia Fedathi, foi desenvolvida e encontra-se em constante estudo pelo professor Dr. HermÃnio Borges no LaboratÃrio Multimeios FACED- UFC. A pesquisa abrangeu uma pesquisadora do Mestrado acadÃmico em EducaÃÃo da UFC e desenvolvida em uma instituiÃÃo patrimonial de Fortaleza com duas professoras e 04 alunos com deficiÃncia visual. Os demais teÃricos pesquisados e estudados para o desenvolvimento da pesquisa foram: (AMIRALIAN, 1997; WARREN, 1994, OCHAITA E ESPINOSA, 2004 e BRANDÃO, 2006, 2007, 2009; LIRA E BRANDÃO 2013). Optamos assim por uma pesquisa colaborativa a fim de observarmos a proximidade da pesquisadora com os estudantes atravÃs de intervenÃÃes, com a finalidade de analisar o desempenho dos mesmos para suas elaboraÃÃes de aprendizagem atravÃs de mediaÃÃes do professor onde o estudante passa a ser ativo no processo de ensino e aprendizagem. A coleta de dados foi desenvolvida por intermÃdio de observaÃÃes de episÃdios de ensino, investigaÃÃo bibliogrÃfica, aproximaÃÃo com a famÃlia das crianÃas, e intervenÃÃes atravÃs de sessÃes didÃticas utilizando a SequÃncia Fedathi. Os resultados encontrados nos assinalam expor algumas consideraÃÃes importantes acerca do ensino de MatemÃtica para alunos cegos, que norteiam aos professores uma prÃtica mais voltada para o desenvolvimento de um aluno crÃtico e ativo nas suas elaboraÃÃes. Tivemos a oportunidade durante a pesquisa de avaliarmos que nossos alunos com deficiÃncia visual quando tem a oportunidade de desenvolver conceitos matemÃticos atravÃs de uma mediaÃÃo correta por parte do professor, apresentam condiÃÃes igualitÃrias de aprendizagem e desenvolvem seu conhecimento com significado Diante das implicaÃÃes encontradas consideramos que a postura docente em relaÃÃo ao ato de ensinar deve utilizar metodologias que sua aÃÃo docente esteja pautada num ato de mediador do conhecimento. O estudo assinalou que a postura diferenciada do professor e a utilizaÃÃo de uma metodologia que valorize a relaÃÃo de mediaÃÃo do ensino apresentou um desenvolvimento satisfatÃrio nas elaboraÃÃes de conceitos por alunos cegos. PorÃm percebemos que a mudanÃa de postura do professor Ã um processo em longo prazo e que necessita da disponibilidade do professor, alÃm de tempo para o planejamento precisa tambÃm de formaÃÃo continuada constante para atender melhor a modalidade de ensino em que leciona e que essa formaÃÃo deve contemplar metodologias de ensino.

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Obozna, V. P., and О. S. Hnatenko. "Formation of Laser Radiation Pulses for Encoding inFormation." Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67954.

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The main purpose of this work is to study the characteristics of the sequence of output pulses and the distances between the peaks of the pulses of the output radiation of a ring fiber femtosecond laser with nonlinear evolution of mode polarization for encoding information on the phase of pulses. An example of coding information for the phase of pulses is figure 1, which shows the pulse sequence corresponding to the number 101010010100 in the binary system, which is 2708 in the decimal system.

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Carvalho, Rosélia José da Silva. "Investigando a apropriação dos nexos conceituais do sistema de numeração decimal no clube de matemática." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7866.

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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The present research discusses the relationships between the mathematics teaching’s way of organization for the early years of elementary school through the Learning Trigger Situations (“LTSs”) and the appropriation of the Decimal Number System’s (DNS) conceptual nexus by participating students of Mathematics Club (CluMat). The objective is “to investigate the clues of appropriation of DNS’ conceptual nexus by students in the 4th year of Elementary School of a Municipal Public School in Goiânia/GO (Brazil), by developing “LTSs” in CluMat." The assumptions of Historical-Cultural Theory, Activity Theory, Developmental Teaching and Teaching Guiding Activity are adopted as theoretical basis, believing they guide the education process for the students’ humanization and development, and, in this context, may help to understand the teaching’s organization processes as a way of overcoming the "encapsulation of school learning". In order to understand the study’s object, a didactic experiment was organized in which Learning Trigger Situations (“LTSs”) of the SND module in CluMat were implemented in a public school in Goiânia, with twelve students. The oral and written reports of participating students in the didactic experiment subsidized the search for answers to the research question: "What are the indications that the mathematics teaching's organization through “LTSs” contributed to the appropriation of DNS’ conceptual nexus by participating students in CluMat "? To unveil the phenomenon, the analysis was performed based on the concept of ‘units’ proposed by Vigotski (2001). In this context, three units were used: 1) the collective actions and reflections in the learning space; 2) the playfulness as a characteristic in the organization of learning trigger situations and 3) the evidence of SND’s knowledge appropriation through “LTSs”. The analysis’ movement made it possible to understand that the elements 'sharing and playfulness', present in the “LTSs” organization mode of SND module, mobilized students to the study, discussion, reflection and to doubts and knowledge sharing and to the collective synthesis of ideas. This process also encouraged students to develop, in cooperation with each other, strategies, operations and actions in the search for problem solving, which contributed to a qualitative change in their actions. In general, it’s possible to infer that “LTSs” organization and dynamization contributed to CluMat students achieving a new level of development.
A presente pesquisa discute as relações entre o modo de organização do ensino de matemática para os anos iniciais do Ensino Fundamental por meio de Situações Desencadeadoras de Aprendizagem (SDAs) e a apropriação dos nexos conceituais do Sistema de Numeração Decimal (SND) por estudantes participantes do Clube de Matemática (CluMat). O objetivo é “investigar os indícios de apropriação de nexos conceituais do SND por estudantes do 4º ano do Ensino Fundamental de uma escola pública municipal de Goiânia, com o desenvolvimento de SDAs no CluMat”. Adotam-se como base teórica os pressupostos da Teoria Histórico-Cultural, da Teoria da Atividade, do Ensino Desenvolvimental e da Atividade Orientadora de Ensino, por acreditar-se que são orientadores de um processo de educação para a humanização e o desenvolvimento dos sujeitos e, nesse contexto, podem auxiliar na compreensão dos processos de organização de ensino como meio de superação do “encapsulamento da aprendizagem escolar”. Para apreender o objeto de estudo, organizou-se um experimento didático no qual foram implementadas as SDAs do módulo SND no CluMat em uma escola pública municipal de Goiânia, com doze estudantes. Os relatos orais e escritos dos estudantes participantes do experimento didático subsidiaram a busca por respostas à pergunta de pesquisa, qual seja: “Quais os indícios de que a organização do ensino de matemática por meio de SDAs contribuíram para a apropriação de nexos conceituais do SND por estudantes participantes do CluMat”? Para desvelar o fenômeno, realizou-se a análise com base no conceito de unidades proposto por Vigotski (2001). Deste modo, fez-se uso de três unidades, a saber: 1) as ações e reflexões coletivas no espaço de aprendizagem; 2) a ludicidade como característica na organização das situações desencadeadoras de aprendizagem e 3) os indícios de apropriação do conhecimento acerca do SND por meio de SDAs. O movimento de análise permitiu compreender que os elementos ‘compartilhamento e ludicidade’, presentes no modo de organização das SDAs do módulo SND, mobilizaram os estudantes ao estudo, à discussão, à reflexão, ao compartilhamento de dúvidas e conhecimentos e à síntese coletiva das ideias. Esse processo ainda incentivou os estudantes a desenvolverem, em cooperação com seus pares, estratégias, operações e ações na busca pela resolução dos problemas, o que contribuiu para uma mudança qualitativa em suas ações. De modo geral, inferimos que a forma de organização e a dinamização das SDAs contribuíram para que os estudantes participantes do CluMat atingissem um novo nível de desenvolvimento.

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Lima, Silvana Ferreira de. "Relações entre professores e materiais curriculares no ensino de números naturais e sistema de numeração decimal." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10995.

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This research aims to analyze how teachers working in the first years of elementary school at the State Network Paulista interpret and put into practice the different types of teaching guidelines, presented in curriculum materials to support the teacher and understand how to use these materials extend the numerical knowledge of their students. Given this goal, we turn our discussion to the curriculum proposed changes to the discipline of mathematics in the first years of elementary school, implemented by the Secretary of Education of São Paulo under the Project in Mathematics Education in Early Years ( EMAI ), started in 2012. This is a qualitative research based on the analysis of questionnaires, interviews and audio recordings of lessons four teachers, two teachers of the 3rd year and two in the 5th year in the first years of elementary school. We were able to identify the occurrence of different types of material usage by teachers, listed by Brown (2009 ), adaptation, reproduction and creation. To some extent, at different moments of the performance, they now reproduce, adapt and pray more rarely " create ". We consider the adaptation was more frequent use during practices observed being motivated by beliefs and conceptions that teachers have regarding the content and teaching of this discipline. The objectives in relation to learning of natural numbers and the decimal system were achieved with greater and lesser success according to knowledge of each to articulate/exploit the resources of material. The results show that it is not enough to recognize the existence of the relationship or the elements that shape, but it is necessary to emphasize that the material should be object/feature of these professionals, deepening both the mathematical content involved as didactic knowledge to thereto
A presente pesquisa tem como objetivo analisar como os professores que atuam nos Anos Iniciais do Ensino Fundamental da Rede Estadual Paulista interpretam e colocam em prática os diferentes tipos de orientações didáticas, apresentados nos materiais curriculares de apoio ao professor e entender, como utilizam esses materiais para ampliar os conhecimentos numéricos de seus alunos. Diante deste objetivo, voltamos nossas discussões às mudanças curriculares propostas para a disciplina de Matemática dos Anos Iniciais do Ensino Fundamental, implementadas pela Secretaria da Educação de São Paulo no âmbito do Projeto de Educação Matemática nos Anos Iniciais (EMAI), iniciado em 2012. Trata-se de uma pesquisa qualitativa, fundamentada na análise de questionários, depoimentos e áudio gravações de aulas de quatro professoras, sendo duas professoras do 3º ano e duas do 5º ano dos Anos Iniciais do Ensino Fundamental. Pudemos identificar a ocorrência de diferentes tipos de uso do material pelas professoras, elencados por Brown (2009), a adaptação, a reprodução e a criação. Em certa medida, em diferentes momentos da atuação, elas ora reproduzem, ora adaptam e mais raramente criam . Consideramos que a adaptação foi o uso mais frequente durante as práticas observadas sendo motivadas pelas crenças e concepções que as professoras possuem em relação ao conteúdo e ao ensino desta disciplina. Os objetivos em relação à aprendizagem dos números naturais e do sistema de númeração decimal foram alcançados com maior e menor êxito de acordo com conhecimentos de cada uma para articular/explorar os recursos do material. Os resultados apontam que, não basta reconhecer a existência da relação ou os elementos que a configuram, mas é necessário destacar que o material deve ser objeto/recurso de formação desses profissionais, aprofundando-se tanto os conteúdos matemáticos envolvidos como os conhecimentos didáticos a eles referentes

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Castro, Inostroza Angela. "Conocimiento matemático fundamental para el Grado de Educación Primaria: perfiles de conocimiento conceptual aditivo." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400645.

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Presentamos una investigación desarrollada con 203 estudiantes del Grado de Educación Primaria que aún no han iniciado la didáctica de la aritmética. Este estudio tiene como objetivo establecer y evaluar el conocimiento matemático fundamental (CMF), en su aspecto conceptual, necesario para iniciar la didáctica de la adición y la sustracción, con la finalidad de determinar perfiles de conocimiento conceptual aditivo. Se establece a nivel teórico el significado que se atribuye al CMF aditivo y se presentan: (i) el análisis y los resultados al cuestionario que evalúa 2 de los 4 componentes del CMF aditivo, el conocimiento del sistema de numeración decimal y el conocimiento sobre los significados de la adición y la sustracción y sus relaciones, y (ii) los perfiles generales de conocimiento que emergen del análisis conjunto de ambos componentes. Los resultados sugieren que, en su mayoría, los alumnos inician su formación como maestros con un conocimiento insuficiente en relación a estos conceptos, poniendo de manifiesto una comprensión fragmentada, incompleta y mecánica. La diversidad de perfiles de conocimiento aditivo identificados sugiere distintos grados de conocimientos e ideas preconcebidas respecto a estos contenidos, ideas que deben ser consideradas en el momento de planificar las asignaturas de matemáticas y su didáctica. En este sentido, las tareas utilizadas en este estudio suponen un referente para explorar la realidad de otros centros de formación y ofrecen una aproximación a los alumnos con los que se espera trabajar las matemáticas y su didáctica.
We are shown a research developed with 203 pre-service Primary teachers who have not yet begun their studies in arithmetic teaching. The aim of the present study is to establish and evaluate the fundamental mathematical knowledge (FMK), in their conceptual aspect, necessary to start the addition and subtraction teaching; with the purpose to establish additive conceptual knowledge profiles. It establish at theoretical level the meanings attributed to the additive FMK and are presented: (i) the analysis and the results to the questionnaire that evaluates 2 of the 4 components of the additive FMK, the knowledge of the decimal numeration system and the knowledge of the meanings of addition and subtraction and its connections, and (ii) the general knowledge profiles that emerge from the joint analysis of both components. The results suggest that most pre-service teachers begin their teacher training with insufficient knowledge about these concepts, revealing a fragmented, incomplete and mechanical comprehension of this knowledge. Besides, the diversity of additive knowledge profiles identify in the study evidenced the existence of different degrees of knowledge and preconceptions in the pre-service teachers, which should be considered by university teachers when planning the subjects of mathematics and its teaching. In this sense, the tasks used in this study are a guide for exploring the reality of other training centres; and offer an approximation to the students with whom expect to work mathematics and its didactics.

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Gäfvert, Oscar. "Klassifikationssystemens användarvänlighet : En fenomenografisk studie av folkbibliotekariers uppfattningar." Thesis, Uppsala universitet, Institutionen för ABM, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387897.

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The following thesis aims to account for and describe the variations of perceptions that public librarians have regarding user-friendliness of the classification systems that are used in Swedish public libraries. How user-friendliness and the classification systems are perceived are examined to understand how the librarians might connect these two together. The thesis is based on the qualitive research methodology of phenomenography which is a method used in order to create an understanding of the variations of perceptions of a phenomenon. The phenomenographic method is applied by using qualitative interviews. For this study eight public librarians in the Stockholm region have been interviewed. The interviews were conducted in a phenomenographic manner and were set out to be a dialogue between the interviewer and the interviewee. All the libraries in the study are currently working in the SAB classification system. The study shows that there are a variation of different perceptions of user-friendliness and the classification systems. One perception that is found is that SAB is not user-friendly because of the lack of logic within the system and it is a common impression that users find the system confusing. A perception also states that SAB is “a dead system”, referring to the fact that SAB no longer is updated. The perception means that in time, SAB will not be a useable system. Another perception contradicts the first one and says that SAB is a system that users usually understand to a certain degree. The users have the capability to operate within the system to find literature they seek but as they submerge deeper into the systems hierarchy most users usually get confused. Another perception is that the connection between user-friendliness and classification systems is not of importance. This perception proclaims that user-friendliness can be achieved by working with signage and shelf placement instead. The study also shows that there is a gap between how the librarians perceive the classification systems and how they imagine their users perceiving them. This is shown in the lack of dialogue between users and librarians. A common perception among the librarians is that they have what they call a “home blindness” concerning the classification systems. This statement is made referring to the fact that librarians work within these systems day by day and easily forgets to reflect on the difficulties that a first-time user might face as they try to understand the systems.

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Cardoso, Mariana Campioni Morone. "Análise de dissertações e teses voltadas à formação de professores e que focalizem o sistema de numeração decimal." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10998.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This paper aims at analyzing dissertations and theses that focus on teaching the first years and the comprehension of the decimal number system. On CAPES platform we have used the following key words: Decimal number system and first years; Decimal number system and teacher formation between 2006 and 2010. Having chosen the researches, in preliminar analysis we collected and presented their summaries, objectives, theoretical references, methodology and results through text recording. We established categories, in order to relate the selected researches to each other, searching for answers to the following questions: which objectives have been pursued and which results have been reached in relation to the decimal number system relatively to teaching such topic in the first years of school? To do that, we have decided on using the content analysis on a qualitative basis. We deconstructed the structure, recognizing its main characteristics and extracted from that its meaning following Laville and Dionne. The analysis of the researches aims at the need to be alert to the necessary command of the content for effective teaching. So, we consider urgent the adoption of a perspective of formation in which the future teacher involves himself in teaching reflexive processes during his learning
Neste trabalho buscamos analisar dissertações e teses que focalizassem a docência dos anos iniciais e a compreensão do sistema de numeração decimal. Na plataforma CAPES, utilizamos as seguintes palavras-chaves: Sistema de numeração decimal e anos iniciais; Sistema de numeração decimal e formação de professores entre os anos de 2006 e 2010. Após a escolha das pesquisas, em análises preliminares recolhemos e apresentamos seus resumos, seus objetivos, referencial teórico, metodologia e resultados, através de fichamentos. Nas análises, definimos categorias, a fim de estabelecer relações entre essas pesquisas selecionadas, buscando repostas às questões: que objetivos têm sido buscados e que resultados vêm sendo alcançados em relação ao sistema de numeração decimal relativamente à docência deste assunto nos anos iniciais do Ensino Fundamental? Para tal, optamos pela análise de conteúdo, de caráter qualitativo. Desmontamos a estrutura, reconhecendo suas principais características, e disso extraímos sua significação, seguindo Laville e Dionne. A análise das pesquisas selecionadas, aponta para a necessidade de se atentar ao necessário domínio do conteúdo para que se efetive o ensino. Logo, consideramos urgente a adoção de uma perspectiva de formação na qual o futuro professor se envolva em processos reflexivos da docência, na sua aprendizagem

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Guimar?es, Anilda Pereira da Silva. "Aprendendo e ensinando o sistema de numera??o decimal: uma contribui??o ? pr?tica pedag?gica do professor." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16023.

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The central question of the present study is to identify the epistemological knowledge that the teachers-trainees possess regarding the characteristics (properties) of the decimal numbering system; its purpose is to offer a contribution to the pedagogic practice of the teachers who work within the Basic Literacy Cycle, in terms of what concerns both the acquisition of contents and the development of the knowledge that helps them in the elaboration of adequate strategies to working with the Decimal Numbering System in the classroom. The study is based on the constructivist sociointeractionist approach to teaching Mathematics and it constitutes, in itself, a methodological intervention with the teachers-trainees engaged in the Professional Qualification Program in Basic Education of the Federal University of Rio Grande do Norte. The foundations of the study were found in investigations of researchers who had carried out studies on the construction of numerical writing, showing, for instance, that the construction process of ideas and procedures involved in groupings and changes to base 10 take a lot longer to be accomplished than one can imagine. A set of activities was then elaborated which could not only contribute to the acquisition of contents but that could also make the teachers-trainees reflect upon their teaching practices in the classroom so that in this way they will be able to elaborate more consistent didactic approaches, taking into consideration the previous knowledge of the students and also some obstacles that often appear along the way. Even when teachers have access to the most appropriate dicactic resources, the lack of knowledge of the content and of the real meaning of that content make the Decimal Numbering System, a subject of fundamental importance, be taught most times in a mechanical way. The analisys of the discussions and behaviours of the teachers-trainees during the activities reavealed that they made them reflect upon their current practices in the classroom and that, as a whole, the aims of each of the activities carried out with the teachers-trainers were reached
O presente estudo tem como quest?o central identificar o conhecimento epistemol?gico que os professores-alunos possuem a respeito das caracter?sticas (propriedades) do sistema de numera??o decimal, e tem como finalidade oferecer uma contribui??o para a pr?tica pedag?gica dos professores que atuam nas turmas de Ciclo B?sico de Alfabetiza??o, tanto no que se refere ? aquisi??o de conte?dos quanto ao aprimoramento de conhecimentos que os auxiliem na elabora??o de estrat?gias adequadas para o trabalho com o Sistema de Numera??o Decimal em sala de aula. O estudo est? baseado na proposta construtivista sociointeracionista para o ensino da Matem?tica e se constitui numa interven??o metodol?gica, com os professores-alunos ligados ao Programa de Qualifica??o Profissional para a Educa??o B?sica da Universidade Federal do Rio Grande do Norte. Buscaram-se fontes de sustenta??o em investiga??es de pesquisadores que realizaram estudos sobre a constru??o das escritas num?ricas, mostrando, por exemplo, que o processo de constru??o das id?ias e procedimentos envolvidos nos agrupamentos e trocas na base 10 leva muito mais tempo para ser realizado do que se pode imaginar. Foi elaborado um conjunto de atividades as quais pudessem n?o s? contribuir para a aquisi??o de conte?dos, mas fizessem os professores-alunos refletir sobre suas pr?ticas em sala de aula, para que, assim, eles pudessem elaborar propostas did?ticas mais consistentes, levando em conta os conhecimentos pr?vios dos alunos e alguns obst?culos que se interp?em nessa trajet?ria. Mesmo o professor dispondo dos mais apropriados recursos did?ticos, a falta de dom?nio do conte?do, do real significado desse conte?do, faz com que o Sistema de Numera??o Decimal, tema de fundamental import?ncia, seja ensinado, na maioria das vezes, de forma mec?nica. A an?lise das discuss?es e o comportamento dos professores-alunos durante a realiza??o das atividades revelaram que estas provocaram reflex?es sobre as pr?ticas de sala de aula como tamb?m que, de modo geral, foram atingidos os objetivos propostos em cada atividade realizada com os professores-alunos

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Amaral, Elenir Honório do. "Sistema de numeração decimal : conhecimentos profissionais e práticas escolares de professores do 2º e 3º ano do 1º ciclo do ensino fundamental." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/151.

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Esta pesquisa procura responder à questão: “que conhecimentos profissionais sobre o Sistema de Numeração Decimal são manifestados por professores do 2º e 3º anos do Ensino Fundamental e como desenvolvem práticas escolares relacionadas a este conteúdo numa escola da rede municipal de Cuiabá?”. Os referenciais que norteiam a investigação e análise dos dados se pautam na abordagem histórico-cultural. Para tratar acerca dos fundamentos da teoria histórico-cultural, recorremos aos estudos de Vygotsky (1988); Leontiev (1972); Rigon, Asbahr e Moretti (2010); Moura (2010) e outros, de Shulman (1986,1987); Mizukami (2004) e outros, sobre os conhecimentos profissionais; e, de Migueis e Azevedo (2007); Megid (2009); Nacarato et al. (2011) e outros, sobre as discussões da matemática nos anos iniciais. Sobre os aspectos históricos, teórico-metodológicos e das práticas escolares do Sistema de Numeração Decimal (SND), referendamo-nos em Ifrah (2005); Boyer (1974); Lerner e Sadovsky (1996); Lanner de Moura (2007) e outros. A pesquisa se configura numa abordagem qualitativa do tipo estudo de caso, referendada em Bogdan e Biklen (1994); Gonzáles Rey (2012); Stake (2010) e André (1995). Participaram da investigação duas professoras do 2º ano e uma do 3º ano do 1º ciclo do Ensino Fundamental. As fontes dos dados foram os questionários de caracterização, observações com registro em diário de campo, entrevistas e documentos escolares. Os dados apontam, de modo geral, experiências escolares pouco relevantes no sentido do acesso e da apropriação dos conhecimentos matemáticos e um processo de formação profissional, inicial e continuada, insuficientes. A ausência de uma proposta consolidada de trabalho pedagógico coletivo e de formação contínua na escola em que atuam, reflete na prática pedagógica e compromete a possibilidade de as professoras participantes da pesquisa ampliarem seus conhecimentos profissionais e de promoverem mudanças qualitativas no processo de ensino e aprendizagem do SND. Os dados indicam que apesar do trabalho pedagógico das professoras se diferenciar em alguns momentos, suas práticas se aproximam ao ensinar o SND sem considerar a sua gênese e historicidade e ao proporem exercícios que não promovem reflexões sobre suas regras e propriedades. Constatamos que as professoras apresentam fragilidades nos conhecimentos específico, pedagógico e curricular relacionados ao SND, principalmente quanto à compreensão da base dez e do valor posicional dos algarismos e conhecimento das propostas de abordagens do SND, presente nos referenciais curriculares oficiais, os quais repercutem na maneira como desenvolvem o ensino deste conteúdo. A análise dos dados também nos leva a conceber que o ensino do SND deva considerar a historicidade da criação deste conceito a partir de situações problemas que possibilitem aos professores e alunos vivenciá-lo como protagonistas. Para isto, o professor precisa ter condições objetivas de trabalho, estar inserido em um projeto coletivo de educação que possa oportunizar a socialização de ideias, práticas e novas aprendizagens. Além disso, é fundamental repensar a formação inicial e continuada de professores que ensinam matemática nos anos iniciais
This research aims to answer the question: “which are the professional knowledge about the Decimal Numeration System are manifested by teachers of the 2nd and 3rd grades of Elementary School and how they develop school practices related to this content in a city school of Cuiabá?”. The references that guide the investigation and the data analysis regularize themselves in the historic-cultural approach. To treat the foundations of historiccultural theory, we resort to the studies of Vygotsky (1988); Leontiev (1972); Rigon, Asbahr & Moretti (2010); Moura (2010) and other, Shulman (1986, 1987); Mizukami (2004) and other, about the professional knowledges; and Migueis & Azevedo (2007); Megid (2009); Nacarato et al (2011) and other, about the discussions of the mathematics in the early years. And, the historical aspects, theoretical-methodological and the school practices of SND we refer to Ifrah (2005); Boyer (1974); Lerner & Sadovsky (1996); Lanner de Moura (2007) and other. The research sets itself in a qualitative approach of case study, referred in Bogdan & Biklen (1994); Gonzáles Rey (2012); Stake (2010); André (1995) and other. Two teachers of the 2nd year and one of the 1st year of the Elementary School participated of the investigation. The sources of data are: characterization questionnaire, observation with record in a field diary, interviews and school documents. The data showed, in general, schooling experiences with little relevance in the access of construction/appropriation of mathematical knowledge and the process of professional formation, initial and continuing, as insufficient. That the absent of a proposal consolidated of collective pedagogical work and continuing formation in the school where they act, reflect in the actual practice and compromises the possibility of the teachers expanding their professional knowledge and promoting qualitative alterations in the process of teaching and learning of SND. We ascertain that, even though the pedagogical work of the teachers are different in some moments, their practices come close when teaching the SND without considering their genesis and history and the knowledge already elaborated by the students, they do not motivate the interaction between students and, also, the pedagogical mediation characterize itself by the collective orientation about the procedures to be adopted to the resolution of the proposed exercises. The teaching of SND is done, generally, through the emphasis of the names of the units of order, when the realization of numerical operations through conventional algorithms, without returning and promoting reflections with the students about the rules and properties of SND, underlying operations. We found that there are some blanks in the specific and curricular knowledge of the teachers, specially, about the comprehension of the base ten and positional value of algorithms and knowledge of the proposal approaches of SND presents in the official curricular references, which reverberates in how they develop the teaching of this content. The analysis of data also takes us to consider that the teaching of SND should consider the history and the creation of the concept from problem situations that allow to the teachers and students to live them as protagonists and not as mere transmitters and viewers. So the teacher needs to have objective work conditions and the initial and continuing formation need to be rethought

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Milan, Ivonildes dos Santos. "O ensino do Sistema de Numeração Decimal nas séries iniciais do Ensino Fundamental: as relações com a aprendizagem do sistema posicional." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20788.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
On this research, we aim to reflect upon the teaching and learning of the Decimal Number System on the second grade of elementary School, more specifically to analyze the didactical conditions that allow the comprehension of what is hidden - the positional system. We used some of the contributions of Mathematics’ Didactics that defends the usage of didactical situations that raise, in students, the use of previous knowledge to select, organize, interpret information, and make decisions, in order to allow them to find different ways to build mathematical knowledge. Our methodology is inspired by Didactical Engineering, which comprehends the usage/elaboration of didactical situations that ensemble a meaningful learning board in the classroom. The didactical sequence, elaborated by Argentinian researchers from the Didactical Situations Theory, integrates an investigation project - developed in the city of Buenos Aires with second grade students – and has, as a starting point, the interaction with written numbers. We applied the didactical sequence twice to second grade students from the same elementary school, located in São Paulo. Our research has brought relevant contributions, such as: the way students relate, think and comprehend the positional value; promote successive approximations on the value of algorithms that represent the first grouping of ten basis; justify the efficiency of didactical sequences in mathematical learning; identify variables, in teaching and learning, that secure the process of both successive conceptualization to new knowledge and also variables present in the usual teaching which unfeasible the construction process of knowledge by students, and yet, confirms the potential of the group discussions to Mathematical learning
Nessa pesquisa, objetivamos refletir sobre o ensino e a aprendizagem do Sistema de Numeração Decimal no segundo ano do Ensino Fundamental, mais especificamente analisar as condições didáticas que possibilitam a compreensão daquilo que está oculto – o sistema posicional. Utilizamos algumas contribuições da Didática da Matemática, que defende a utilização de situações didáticas que suscitem, nos alunos, ações que mobilizem conhecimentos já adquiridos, para que selecionem, organizem, interpretem informações e tomem decisões que os permitam encontrar diferentes formas de construir conhecimentos matemáticos. Nossa metodologia se inspira na Engenharia Didática, que compreende a utilização/elaboração de situações didáticas que configurem um quadro de aprendizagem significativa em sala de aula. A sequência didática, elaborada por pesquisadoras argentinas a partir da Teoria das Situações Didáticas, integra um projeto de investigação – desenvolvido na Província de Buenos Aires com alunos do segundo ano –, cujo ponto de partida é a interação com a numeração escrita. Aplicamos a sequência didática duas vezes a alunos do segundo ano do Ensino Fundamental, numa mesma escola, localizada em São Paulo. Nossa pesquisa trouxe contribuições relevantes, tais como: o modo como os alunos se relacionam, pensam e entendem o valor posicional; promover aproximações sucessivas sobre o valor dos algarismos que representam o primeiro agrupamento da base dez; justificar a eficácia das sequências didáticas na aprendizagem matemática; identificar variáveis, no ensino e aprendizagem, que asseguram o processo tanto de conceitualizações sucessivas a novos conhecimentos quanto de variáveis presentes no ensino usual, as quais inviabilizam o processo de construção dos conhecimentos pelos alunos; e, ainda, confirmar o potencial das discussões coletivas para a aprendizagem matemática

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Zuin, Elenice de Souza Lodron. "Por uma nova arithmetica: o sistema métrico decimal como um saber escolar em Portugal e no Brasil oitocentistas." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11205.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This study fits into the field of the History of School Disciplines. Our objective is to find how the introduction of the metric system into Brazil and Portugal in the second half of the nineteenth century came about. This new knowledge had to be integrated into the general education system in order to adhere to the legislation of both countries. The renovation led to changes in school Arithmetic, not only due to the inclusion of a new system of weights and measurements, but also to other content, such as decimal numbers. Our main sources were Portuguese and Brazilian school printed material published in the eighteen hundreds. With regard to the methods used to incorporate the metric decimal system, we can affirm that the period of study constitutes a transition phase during which diverse publications and methodologies abounded in an attempt to establish a model. We show that incorporation of the new knowledge does not occur in the same manner in all schools, even though these may follow the same guidelines and didactic texts, nor does it occur straight away due to the fact that school culture needs time to adapt to the changes imposed, giving it new meaning. We conclude that during the period studied, certain bases were established for the disciplinarization of the metric decimal system and for the changes which took place in the teaching of Arithmetic in primary schools
Este estudo se enquadra no campo da Historia das Disciplinas Escolares. Objetivamos verificar como ocorreu a introdução do sistema métrico em Portugal e no Brasil na segunda metade do século XIX. Esse era um novo saber que deveria se integrar à formação geral para o cumprimento da legislação nos dois países. A reforma provocou alterações na Aritmética escolar, não só pela inclusão do novo sistema de pesos e medidas, mas, também, de outros conteúdos, como os números decimais. Nossas principais fontes foram os impressos escolares portugueses e brasileiros publicados nos Oitocentos. Em relação ao modo de incorporar o sistema métrico decimal, constatamos que, o período estudado constituiu-se em uma fase de transição, na qual diversas publicações e meto-dologias distintas circularam na tentativa de se fixar um modelo. Comprovamos que a incorporação de um saber não ocorre da mesma maneira em todas as escolas, ainda que sejam seguidos os mesmos textos didáticos e as mesmas orientações, e nem se dá de forma imediata, porque a cultura escolar necessita de um tempo para apropriar-se do que lhe é imposto, dando-lhe novos significados. Concluímos que, no período estudado, se estabeleceram algumas bases para a escolarização do sistema métrico decimal e para as alterações que deveriam ocorrer no ensino de Aritmética nas escolas primárias

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Dias, Sandra Maria Soeiro. "Registros numÃricos de crianÃas do 2Â ano do ensino fundamental: diversidade e relaÃÃes." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16583.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O Sistema de NumeraÃÃo Decimal â SND Ã um conhecimento matemÃtico essencial no inÃcio da EducaÃÃo BÃsica, o qual requer do estudante a habilidade de ler e escrever numerais utilizando variados tipos de registros â pictÃrico, com objetos, com algarismos, com letras â conforme explica a Teoria dos Registros de RepresentaÃÃo SemiÃtica. HÃ de se destacar, ainda, a importÃncia da oralidade â escuta e fala â em todos os processos de aprendizagem do sujeito. Esta pesquisa, de natureza qualitativa, realizada em uma escola pÃblica do municÃpio de Caucaia, objetivou: i) identificar a relaÃÃo entre a diversidade de registros numÃricos de crianÃas do 2Â ano do Ensino Fundamental; ii) conhecer os registros de representaÃÃo de estudantes do 2Â ano do Ensino Fundamental na escrita de nÃmeros com 2, 3 e 4 ordens; e iii) interpretar os conhecimentos discentes com registros numÃricos de 2, 3 e 4 ordens. Foram aplicados dois instrumentos: o Instrumento 1 tinha numerais com 2 e 3 ordens e o Instrumento 2 tinha numerais com 4 ordens. Participaram da pesquisa 14 estudantes do 2Â ano do Ensino Fundamental, que tiveram seus conhecimentos analisados mediante diferentes tipologias, elencadas por Barguil (2015), e Ã luz da teoria da TranscodificaÃÃo NumÃrica (OROZCO, 2005), que classifica os erros como sintÃtico ou lÃxico. As questÃes versavam sobre a comparaÃÃo de numerais e o registro numÃrico, com algarismos e letras, observando a relaÃÃo desse com a oralidade. A anÃlise dos dados foi organizada em duas etapas: i) desempenho dos estudantes em cada questÃo; e ii) desempenho global de cada estudante em todas as questÃes. Os resultados revelaram uma expressiva quantidade de erros sintÃticos, que se referenciam na expressÃo verbal, bem como indicam a oralidade como o principal ponto de partida para a construÃÃo correta destes registros, sinalizando a necessidade de ampliar o uso de diversidades de registros para a aprendizagem do SND.
The Decimal Numbering System â DNS is an essential mathematical knowledge at the beginning of Basic Education, which student requires the ability to read and write numerals using various types of records â pictorial, with objects, with digits, with letters â as explained by theory of Semiotics Representation Registers. It must be noted also the importance of oral communication â listening and speaking â in all subject learning processes. This research, qualitative, held in a public school in the municipality of Caucaia, aimed to: i) identify the relationship between the diversity of numerical records of children in the 2nd year of elementary school; ii) know the students representative records of the 2nd year of elementary school writing numbers with 2, 3 and 4 orders; and iii) interpret the students with knowledge of numerical records 2, 3 and 4 orders. Two instruments were applied: the Instrument 1 had numerals 2 and 3 orders and the Instrument 2 had numerals with four orders. The participants were 14 students of 2nd year of elementary school, who had their knowledge analyzed by different types, listed by Barguil (2015), and in the light of the theory of Numerical Transcoding (OROZCO, 2005), which classifies errors as syntactic or lexicon. The questions were about the comparison of numerals and the record numbers, with digits and letters, noting the relationship of this with orality. Data analysis was organized in two stages: i) performance of students in each issue; and ii) the overall performance of each student in all matters. The results revealed a significant amount of syntactical errors, which are referred to in verbal expression, as well as indicate the orality as the main starting point for the correct construction of these records, which indicate the need to expand the use of records of diversity for learning DNS.

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Andrade, Felipe Pelluso. "A criação dos números e sua evolução Matemática: de escrava a rainha das ciências." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8567.

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Este trabalho aborda, de maneira bem sucinta e objetiva, a história da evolução dos números desde o primeiro risco em um osso, até chegar na forma atual como os conhecemos. Ao longo de aproximadamente 30.000 anos de existência, os sistemas de numeração, suas bases e representações sofreram inúmeras modificações, adequando-se ao contexto histórico vigente. Podemos citar a mentalidade científica da época, a necessidade da conquista de territórios, religiões e crenças e necessidades básicas da vida cotidiana. Deste modo, mostramos uma corrente histórica que tenta explicar como e porque a ideia de número se modifica com o tempo, sempre tendo em vista os fatores que motivaram tais mudanças e quais benefícios (ou malefícios) trouxeram consigo. Com um capítulo dedicado a cada uma das mais importantes civilizações que contribuíram para o crescimento da matemática e, sempre que possível, em ordem cronológica de acontecimentos, o leitor consegue ter uma boa ideia de como uma civilização influencia a outra e como um povo posterior pôde apoiar-se nos conhecimentos adquiridos dos antepassados para produzir seus próprios algorítimos e teoremas.

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Persson, Lina. "Från gren till gren : Trädstrukturer och direktlänkar hos internetbokhandlar och i bibliotekssystem och hur dessa påverkar tillgängligheten av HBT-litteratur." Thesis, Umeå universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-118604.

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Vad denna utvärdering försökt få svar på är hur tillgängligheten för HBT-litteratur ser ut i de system som används hos privata och offentliga aktörer – internetbokhandlar och bibliotekskataloger tillgängliga via internet. Detta medförde ett antal mer praktiskta underliggande frågor om hur trädstrukturen är designad, vilket typ av språk som används och hur lätt det är att förstå, huruvida det finns särskilda kategorier för litteratur med HBT-innehåll och huruvida det finns direktlänkar mellan litteratur med HBT- innehåll. De system som testades var internetbokhandlarna Amazon (både den amerikanska versionen och det brittiska dotterbolaget), The Book Depository och Adlibris samt de klassificeringssystem som används av nationalbiblioteken i de länder där dessa bokhandlar har sitt säte (USA, Storbritannien och Sverige): Library of Congress Classification, Dewey Decimal Classification och Klassifikationssystem för svenska bibliotek. Två av bibliotekssystemen (LC och DDC) hade inte en trädstruktur som var tillgänglig för kunderna att se och navigera igenom, medan den tredje (SAB) erbjöd en struktur med både klassifikationskoden och svenska ord, även om det inte var optimalt konstruerade kategorier och förgreningar. Ingen av dem hade gott om länkar, om ens några, till annan litteratur med liknande innehåll. Internetbokhandlarna hade välutvecklade men inte för specifika trädstrukturer med lättförstådda namn och gott om länkar till annan litteratur. Två av dem (The Book Depository och Adlibris) hade inga huvudkategorier tillägnade HBT-material vilket däremot Amazon UK och Amazon US hade. Alla bibliotekssystemen skulle behöva omarbetas för att tillgängligheten för litteratur, och i synnerhet HBT-litteratur som var fokus i denna utvärdering, ska bli god. Library of Congress och British Library skulle behöva upprätta trädstrukturer för kunderna att använda sig av och alla tre behöver se till att en kategori där all HBT- litteratur samlas finns på den högsta nivån. Internetbokhandlarna å andra sidan behöver inte göra mycket för att tillgängligheten i deras system ska bli god: Adlibris och The Book Depository behöver precis som bibliotekssystemen upprätta en HBT-kategori i trädstrukturen men i övrigt är de privata aktörerna fullt godkända. De båda Amazon- filialerna var de aktörer visade sig ha den bästa tillgängligheten av alla.
What this investigation has tried to find out is how easily availabie LGBT literature is in the systems that are used by private companies and the public sector - online book shops and library catalogues available online (OPACs). This entailed a number of more practical underlying factors regarding the design of the tree structure, what kind of language is used and how easy it is to understand, whether or not there are special categories for LGBT-related literature and whether or not there are direct links between literature with LGBT content. The systems investigated were the online book shops Amazon (both the American version and the British subsidiary), The Book Depository and Adlibris along with the classification systems used by the national libraries in the countries where these book shops reside (the US, the UK and Sweden): Library of Congress Classification (LC), Dewey Decimal Classification (DDC) and Klassifikationssystem för svenska bibliotek (SAB). Two of the library systems (LC and DDC) did not have a tree structure available for the customers to see and navigate through, while the third one (SAB) offered a structure with both the classification code and Swedish words explaining what the codes meant, even if the categories and subdivisions were not optimally constructed. None of them had very many links to other literature. Two of them (The Book Depository and Adlibris) did not have main categories specifically for LGBT content which both Amazon US and Amazon UK did. All the library systems could use a revision to ensure that literature, and particularly LGBT literature as that was the focal point of this investigation, is easily available. The Library of Congress and the British Library need to establish a tree structure their clients could use and all three need to make sure they have a category where LGBT literature is collected and available at the root. The online book shops on the other hand do not need to do much to improve the availability of their systems: like the library systems, Adlibris and The Book Shop need to create a category of LGBT literature in the tree structure but besides that the private companies pass with credit. The systems used by the Amazon branches proved to have the greatest availability of all the systems investigated.

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Züge, Vanessa. "PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM FORMAÇÃO: UM OLHAR A PARTIR DE DISCUSSÕES SOBRE O SISTEMA DE NUMERAÇÃO DECIMAL NO CONTEXTO DO PROGRAMA PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/6760.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work stems from a project developed under the Teaching and Learning of Mathematics and their Philosophical, Historical and Epistemological Foundations research scope of the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria. Based on the assumptions of the Historic-Cultural Theory and the Theory of Activity, as well as authors who address the training of teachers who teach mathematics, we define as main objective to investigate the formation of teachers who teach Mathematics in the early years of Elementary school, from discussions about the Decimal Numbering System in the context of a working group of Guiding Studies of Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) Program. How collected data procedure, we adopted a questionnaire applied to Guiding Studies of this Program belonging to Santa Maria (RS) polo; follow-up of continuing education presential meetings that boarded the Decimal Numbering System in one of the working groups and we realize reflective sessions with guiding studies teachers of this working group. While the questionnaire answers served to bring indicative of these teachers think about Decimal Numbering Decimal and your teaching, the data of continuing education meetings and reflective sessions were systematized in four analysis sections the teacher as subject in your formation; the math knowledge as promotor of subject development; pedagogical intentionality as element of teacher organization, e; the share as promotor of comprehension of complexity of pedagogical activity with the goal of build episodes (Moura,1992) to verify the extent to which the Guiding Studies presents quality change in your formation process. We conclude that formation space, such as offered by PNAIC, may constitute as Learning spaces of Teaching for evolved teachers, since that develop forming activities that provide access to math knowledge as a result of logic-historic process; provide discussions about Teaching organization focusing in Learning of student and favor the collective development of group, in order that knowledge appropriation occurs from the social to the individual.
Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa Ensino e Aprendizagem da Matemática e seus Fundamentos Filosóficos, Históricos e Epistemológicos do Programa de Pós-Graduação em Educação Matemática e Ensino de Física da Universidade Federal de Santa Maria. Com base nos pressupostos da Teoria Histórcio-Cultural e da teoria da Atividade, assim como em autores que abordam a formação de professores que ensinam Matemática, delimita-se como objetivo principal investigar a formação de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental, a partir de discussões sobre o Sistema de Numeração Decimal, no contexto de um grupo de trabalho de Orientadoras de Estudos do programa Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). Como procedimento de coletada de dados foram adotados um questionário aplicado a Orientadores de Estudos desse programa, pertencentes ao polo de Santa Maria (RS); o acompanhamento dos encontros de formação continuada presenciais que abordaram o Sistema de Numeração Decimal em um dos grupos de trabalho e a realização de sessões reflexivas com professores Orientadores de Estudos desse grupo de trabalho. As respostas dos questionários serviram para levantar indicativos do que estes professores pensam sobre o Sistema de Numeração Decimal e o seu ensino. Os dados dos encontros de formação e das sessões reflexivas foram sistematizados em quadro unidades de análise - o professor como sujeito de sua formação; o conhecimento matemático como promotor de desenvolvimento do sujeito; a intencionalidade pedagógica como elemento da organização do ensino; e o compartilhamento como promotor da compreensão da complexidade da atividade pedagógica com o intuito de constituir episódios (Moura, 1992) para verificar em que medida os Orientadores de Estudos apresentaram mudanças de qualidade nos seu processo de formação. Concluímos que espaços de formação, como os oportunizados pelo PNAIC, podem se constituir como espaços de aprendizagem da docência para os professores envolvidos, em especial, se desenvolverem atividades formadoras que proporcionem o acesso ao conhecimento matemático como decorrência de um processo lógico-histórico; promoverem discussões sobre a organização do ensino com enfoque no aprendizado do aluno e favorecerem o desenvolvimento coletivo do grupo, a partir da compreensão do papel fundamental das relações sociais no desenvolvimento do indivíduo.

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Rojas, Bernal Mauricio. "Montañas y Medidas. Francisco José de Caldas (1768-1816): El descubrimiento del principio termométrico de la hipsometría y el tránsito hacia el sistema métrico decimal. Interpretaciones y perspectivas sobre ciencia neogranadina en los siglos XVIII y XIX." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672144.

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El presente trabajo se ocupa de analizar dos aspectos concretos dentro de la obra científica del científico neogranadino Francisco José de Caldas (1768-1816): En primer lugar, esta investigación explora la génesis, el desarrollo y la consolidación matemática del descubrimiento - en solitario y de manera autodidacta - del principio termométrico de la hipsometría hecho por Caldas en 1801 que establece que, puesto que el punto termométrico de ebullición del agua en un lugar varía en función de la altitud sobre el nivel del mar de ese mismo sitio, es posible determinar la altitud de cualquier punto sobre la superficie terrestre registrando la temperatura del agua hirviendo. Para Caldas, la implicación más importante de este hallazgo es el hecho de que para calcular alturas no es necesario utilizar el tradicional y complejo barómetro de mercurio (cuyo uso resultaba imprescindible para conocer presiones atmosféricas y altitudes a comienzos del siglo XIX) sino que es suficiente con utilizar un termómetro que cuente con una escala que relacione valores termométricos con mediciones altimétricas y así, conociendo el punto de ebullición del agua, es posible determinar la altura sobre el nivel del mar de un punto geográfico determinado. A este termómetro equipado con dos escalas simultáneas e interrelacionadas (una termométrica y otra altimétrica) se le conoce con el nombre de Hipsómetro y, en justicia, Caldas (al igual que el científico polaco Daniel Gabriel Fahrenheit (1686-1736), el físico británico William Hyde Wollaston (1776-1828) y el científico francés Henri Victor Regnault (1810-1878)) debe ser reconocido como el inventor de un modelo funcional de hipsómetro y como uno de los descubridores del principio termométrico de la hipsometría. En segundo término, esta investigación se ocupa de explorar cuatro perspectivas de interpretación sobre el tránsito metrológico que Caldas realizó al ser el primer científico en utilizar, en 1809, el sistema métrico decimal en la historia del Nuevo Reino de Granada dentro de sus trabajos hipsométricos. Así, este trabajo plantea esta temática inédita dentro de la bibliografía sobre Caldas y propone cuatro caminos de interpretación: primero, sugerimos que el tránsito metrológico realizado por Caldas al asumir el sistema métrico decimal implica un cambio de perspectiva a nivel filosófico y científico pues el nuevo sistema se inspiraba y encarnaba el espíritu de la cuantificación, la medida y la precisión característico de la ciencia ilustrada del siglo XVIII; segundo, consideramos que el adoptar un nuevo sistema de medición implicó para Caldas asumir una nueva perspectiva de cuantificación, racionalización y matematización de la naturaleza pues el sistema métrico, al articular medidas de longitud, superficie, volumen, peso y temperatura, permitía una lectura multidimensional de los fenómenos naturales que resultaba idónea para campos como la hipsometría en los que, justamente, se combinaban mediciones de temperatura con cálculos de altitud; tercero, sugerimos que el tránsito hacia el sistema métrico implicó también la adopción de un sistema metrológico en el que, por primera vez en la historia, el lenguaje de la cuantificación y la medida asumió un patrón común que permitió la creación y la estandarización de un lenguaje científico universal; por último, la adopción del sistema métrico por parte de Caldas tuvo una implicación política y social muy importante pues, dentro del agitado contexto de comienzos del siglo XIX en el que se estaba tratando de consolidar el nuevo orden republicano de la ahora nación independiente, la nueva metrología se vio como un elemento político muy importante de identidad y cohesión nacionales. Así, esta investigación aborda los dos tópicos antedichos con la intención de explorar y dar a conocer la obra científica de Francisco José de Caldas desde temáticas y contextos inéditos dentro de la bibliografía existente.
This investigation abords the life and works of the neogranadian cientific Francisco José de Caldas (1768-1816) from two concrete topics: the discovering of the Termometric Principle of the Hipsometry in 1801 and his metrological transit to the Metric System in 1809. In the first place, this work aims to explore the genesis, development and mathematical consolidation of the discovery - alone and in a self-taught way - of the thermometric principle of hypsometry made by Caldas in 1801, which establishes that, since the thermometric point of Boiling of water in a place varies depending on the altitude above sea level of that same place, it is possible to determine the altitude of any point on the earth's surface by recording the temperature of the boiling water. The implication of this finding (on which Caldas emphasized) is the fact that to calculate heights it is not necessary to use the mercury barometer (whose use was essential to know atmospheric pressures and altitudes at the beginning of the 19th century) but that it is enough to use a thermometer that has a scale that relates thermometric values with altimetric measurements and thus, knowing the boiling point of water, it is possible to determine the height above sea level of a given geographic point. This thermometer equipped with two simultaneous and interrelated scales (one thermometric and the other altimetric) is known by the name of Hypsometer and Caldas must be recognized as the inventor of a working model of hypsometer and as one of the discoverers of the thermometric principle of hypsometry. Secondly, this research deals with exploring the implications - at an epistemological, mathematical, instrumental and sociopolitical level - of the metrological transit that Caldas made when he was the first scientist to use, in 1809, the decimal metric system in the history of the New Kingdom of Granada within his hypsometric works.

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Möller, Kristian. "Visuellt typinstrument : en metrologisk studie." Thesis, Konstfack, Grafisk Design & Illustration, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5162.

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Visual Type Instrument - VTI, is a tool containing a typeface and a set of geometric calculations that generates numerical data in spreadsheets. The data is determined from the typefaces visual dimensions and is used to calculate leading, type size, margins and format. The aim is to offer, for all of those working with typography and design, a practical way to manage text, image and format in relationship to visual size. Instead of using point measurements, VTI uses a new device called Edo. An Edo is the same as one twelfth of a millimetre. This makes VTI compatible with the metric system and helps us to set text in relation to our own formats which applies namely in millimetres. VTI uses logical arithmetic and geometry that is set in an automated process, and many choices that normally postpone the working process can be excluded. Simultaneously VTI is meant to discreetly make the user aware that more settings can be activated in line with the users own development, which makes the creative flow unaffected. Using a metrics based on simple fractions, a mnemonic awareness is developed with the user and an understanding of how every detail fits together becomes more obvious. The typography becomes the key to any design choices that follows. The user becomes aware of the visual size, and in a cognitive way stimulated to recreate a font size regardless of the fonts limitations.

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Goehring, David (David G. ). "Decibel : transactional branched versioning for relational data systems." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106022.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 151-159).
As scientific endeavors and data analysis become increasingly collaborative, there is a need for data management systems that natively support the versioning or branching of datasets to enable concurrent analysis, cleaning, integration, manipulation, or curation of data across teams of individuals. Common practice for sharing and collaborating on datasets involves creating or storing multiple copies of the dataset, one for each stage of analysis, with no provenance information tracking the relationships between these datasets. This results not only in wasted storage, but also makes it challenging to track and integrate modifications made by different users to the same dataset. Transaction management (ACID) for such systems requires additional tools to efficiently handle concurrent changes and ensure transactional consistency of the version graph (concurrent versioned commits, branches, and merges as well as changes to records). Furthermore, a new conflict model is required to describe how versioned operations can interfere with each other while still remaining serializable. Decibel is a new relational storage system with built-in version control and transaction management designed to address these shortcomings. Decibel's natural versioning primitives can also be leveraged to implement versioned transactions. Thorough evaluation of three versioned storage engine designs that focus on efficient query processing with minimal storage overhead via the development of an exhaustive benchmark suggest that Decibel is vastly superior to and enables more cross version analysis and functionality than existing techniques and DVCS software like git. Read only and historical cross-version query transactions are non-blocking and proceed all in parallel with minimal overhead. The benchmark also supports analyzing performance of versioned databases with transactional support. It also enables rigorous testing and evaluation of future versioned storage engine designs.
by David Goehring.
M. Eng.

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Martins, Alzira Maria da Silva. "Identificação e verificação da resistência aos sanitizantes dos microrganismos presentes na água destinada ao abastecimento público e em um sistema de purificação." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/9/9135/tde-09012015-165654/.

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Água purificada para uso em ambientes de saúde e preparação industrial de produtos médico-odonto-hospitalar deve ter uma carga reduzida de contaminação microbiológica e pirogênio. As amostras analisadas foram coletadas em 13 (treze) diferentes estágios de um sistema de purificação de água, sendo isoladas 78 colônias. Para a identificação dos microrganismos foram utilizados: (i) identification system for non-enteric gram-negative rods (api 20 NE, bio Mérieux) e (ii) identification system for enteric and nonfermenter (BBL crystal, Becton Dickinson). De acordo com os resultados pode-se observar uma maior prevalência para Pseudomonas aeruginosa 32,05% (25 colônias dentre as 78 isoladas); Pseudomonas picketti 23,08% (18); Pseudomonas vesiculares 12,82% (10); Pseudomonas diminuta 11,54% (09); Flavobacterium aureum 6,42% (05); Pseudomonas fluorescences 5,13% (04); Acinetobacter Iwoffi 2,56% (02); Pseudomonas putida 2,56% (02); Pseudomonas alcaligenes 1,28% (01); Pseudomonas paucimobilis 1,28% (01), Flavobacterium multivorum 1,28% (01). A eficácia dos agentes sanitizantes utilizados para higienização dos diferentes pontos foi determinada pela concentração inibitória mínima (CIM) e tempo de redução decimal (valor D). Como o hipoclorito de sódio é largamente utilizado na higienização do tanque de água de alimentação, tanque de estocagem da água purificada e nas linhas de distribuição aos pontos de uso, este foi testado frente a todos os microrganismos sendo observado menor resistência para Escherichia coli ATCC 25922 (0.06%=600mg/L), quando comparada a P. aeruginosa isolada e identificada (O,25%=2500mg/L). O tempo de redução decimal (Valor D) da Escherichia coli ATCC 25922 foi de 4 minutos e o valor D da P. aeruginosa isolada e identificada e isolada in house foi de 9 minutos.
The samples of water, which were taken directly from the public distribution water tank and at twelve different stages of a typical purification system, were analyzed for the identification of isolated bacteria. The efficacy of the chemical sanitizers used in the stages of the system, over the isolated and identified bacteria in the sampling water, was valuated by the minimum inhibitory concentration (MIC and decimal reduction time (D-values). According to the miniature kits used in the identification, there was a prevalence of isolation by P. aeruginosa 32,05 % , P. picketti (Ralstonia picketti) 23,08%, P. vesiculares 12,82%, P. diminuta 11.54%, F.aureum 6,42%, P.fluorescens 5,13%, A.lowffi 2,56%, P.putida 2,56%, P. alcaligenes 1,28%, P.paucimobilis 1,28%, and F. multivorum 1,28%. The efficacy of the agents varied with the concentration and time of contact to reduce a decimal logarithmic (loglO) population (n cycles): (i) 0.5% citric acid (0= 4 min) for 30 min reduced n=7 cycles; (ii) 0.5% chloridric acid (0= 6 min) for 30 min reduced n= 4 cycles; (iii) 70% alcohol (0= 9 min) for 1.0 min (n=0.2 cycles); (iv) 0.5% sodium bisulphite (0= 6 min) for 90 min (n=14 cycles); (v) 0.4% sodium hydroxide (0= 8 min) for 30 min (n=3.0 cycles); (vi) 0.5% sodium hypochlorite (0=9 min) for 180 min (n = 19 cycles); (vii) mixture of hydrogen peroxide (2,2%) plus peracetic acid (0.45%), 0= 6 min, contact time of 180 min, reduced n = 32 cycles of the population. The sterility assurance level (SAL) of 10-6 was attained for the 0.5% sodium hypochlorite solution applied in the water purified storage tank and distribution loop; and for the mixture of H2O2 plus peracetic acid, used in the reverse osmose and in the deionizator systems.

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Cunha, Micheline Rizcallhah Kanaan da. "A quebra da unidade e o número decimal: um estudo diagnóstico nas primeiras séries do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2002. https://tede2.pucsp.br/handle/handle/11140.

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The present study aimed to investigate children´s representations related to divisions of the unit . For this purpose, a diagnostic study was undertaken with 48 children from a Public School, divided in to 4 groups with equal numbers of children from the 2nd to 5th grades. The diagnostic instrument included 21 questions composing 39 items, which referred to 3 different contexts: measure, monetary and mathematics. The children´s answers were given in two different representation systems: oral (natural language) and written (symbolic language). The elaboration of the diagnostic instrument as well as the data analysis and the conclusions were theoretically based on Piaget´s theory of Genetic Epistemology, Vygotsky´s Social-Constructivism and the theories of Nunes and Duval concerning representation registers. Analysis of children´s responses pointed to differences between the oral and written representation systems in favor of oral one. Results also suggested an evolution in performance from the 2nd to 5th grade, although improvements were not great, particularly when responses of the children from the 4th and 5th grades were compared. Moreover, the performance of the 5th grade children was lower than expected
presente estudo teve por objetivo diagnosticar as representações das crianças no que tange a quebra da unidade. Nesse sentido, foi desenvolvido um estudo diagnóstico, com 48 crianças da Escola Pública, divididas igualmente em 4 grupos, cada qual correspondeu a uma série de 2ª a 5ª do ensino fundamental. Trata-se de uma pesquisa diagnóstico, cujo objetivo foi investigar hipóteses, por meio da análise qualitativa dos dados. O instrumento diagnóstico consistiu de 21 questões, perfazendo 39 itens. As questões versaram sobre três contextos: de medida, monetário, e matemático. As crianças responderam às questões, utilizando-se de dois diferentes sistemas de representação: o oral (linguagem natural) e o escrito (linguagem simbólica). Tanto a elaboração do instrumento diagnóstico, quanto a análise dos dados e a conclusão do estudo estiveram embasados na Teoria da Epistemologia Genética de Piaget, na idéia Sócio-Construtivista de Vygotsky e na Teoria sobre registros de representação de Nunes e Duval. A análise dos resultados obtidos das respostas das crianças apontou diferenças entre os sistemas de representação oral e escrita, em favor sistema oral. Ainda da análise, observou-se que apesar da evolução no desempenho das crianças da 2ª a 5ª série, esta não foi alta de uma série para outra, principalmente da 4ª para a 5ª série. Esta última série apresentou, por sinal, um desempenho aquém do esperado

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Ehn, Einar Gustav. "Man måste ställa upp : Hylluppställning på svenska högskole- och specialbibliotek som klassificerar i DDC." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-175668.

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The aim of this master's thesis is to examine how shelving is organized among Swedish libraries that have switched from the Swedish classification system SAB to using the DDC, and what problems arise in this process. The method used is interviewing librarians at Swedish university and special libraries. The Swedish national library announced their swap to the DDC in 2008, and several libraries followed suit. The reported advantages with a switch were mainly that using an international classification system meant that Swedish libraries would no longer have to undertake a time consuming classification work, since most of the foreign literature already is Dewey classified. Disadvantages were that the DDC is not adapted to Swedish circumstances. Research on open shelving show that obtaining a browsable book collection requires a broad shelf classification. If libraries motivate their shelving solution by wanting browsable collections, efforts will be made to keep shelf classification broad enough. Certain categories have by tradition been shelved separately in Swedish libraries, and this study seeks to find out if a classification shift changes this custom, and if so, whether or not this is only attributable to the change of classification. Findings show that libraries motivated their swapping of classification mostly by the perceived flaws of the SAB system, and not by the promise of saving time, nor by the benefits of the DDC system. Most librarians seemed to lack sufficient knowledge of the DDC, which may be a reason why librarians claimed that the workload necessary to re-shelve the stock was the biggest drawback with switching to the DDC. Most libraries desired browsable shelves, and therefore used shelf lists to better be able to adapt the classification system to the stock. The custom of shelving certain categories separately survived the classification swap for some categories, but not for others. In the latter case this can be ascribed to a dwindling use of these specific categories by the patrons.

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Pozzebon, Marlei. "Um modelo de EIS - enterprise information system - que identifica características para comportamentos proativos na recuperação de informações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1998. http://hdl.handle.net/10183/1494.

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Este documento constitui uma dissertação de mestrado, requisito parcial para a obtenção do grau de Mestre em Administração pela Universidade Federal do Rio Grande do Sul. O tema da pesquisa é o relacionamento existente entre as características técnicas de um projeto de sistema de informação e apoio à decisão e os comportamentos dos usuários no seu uso. O objetivo é desenvolver e apresentar um modelo conceitual de EIS (“Enterprise Information Systems”), a partir da literatura, das tendências tecnológicas e de estudos de caso, que identifique características para comportamentos proativos dos usuários na recuperação de informações. Adotou-se o conceito de comportamento proativo na recuperação de informações como a combinação das categorias exploração de dados e busca focada. Entre os principais resultados, pode-se destacar a definição de categorias relacionadas com as características dos sistemas - flexibilidade, integração e apresentação - e de categorias relacionadas com os comportamentos dos usuários na recuperação de informações - exploração de dados e busca focada, bem como a apresentação de um modelo conceitual para sistemas EIS. Pode-se destacar também a exploração de novas técnicas para análise qualitativa de dados, realizada com o objetivo de buscar uma maior preservação do contexto nos estudos de caso.
This document is a thesis and a partial request to achieve a Master of Science degree in Business Administration from the Federal University of Rio Grande do Sul. The objective of this research is to explore the relationship between the technical features of a decision support information system design and the users’ behaviour when they interact with the systems. More precisaly, to develop and to present a EIS conceptual model (Enterprise Information Systems), based on the literature, the technological trends and the case studies, that enhance the characteristics for proactive behaviours of the users in the information retrieving. The proactive behaviour in the information retrieving means the arrangement between scanning and focus search. The main results are the definition of categories related to the systems features - flexibility, integration and presentation - and categories related to the behaviours of the users in the information retrieving - scanning and focus search, as well as the presentation of a EIS conceptual model. It is important to enhance the exploration of news techniques to qualitative data analysis with the purpose of to preserv the context in case studies.

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Longaray, Andre Andrade. "Estruturação de situações problemáticas baseada na integração da soft systems methodology à MCDA-construtivista." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87916.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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Decidir faz parte do cotidiano das pessoas. Seja no âmbito das relações profissionais ou particulares, decisões são tomadas a todo o momento. No entanto, o aumento do grau de complexidade das situações, o excesso de informações disponíveis, a diversidade de interesses envolvidos e as limitações humanas no processamento de eventos simultâneos, fazem com que a ênfase esteja voltada para a escolha dentre um conjunto de alternativas, ao invés da identificação de quais objetivos envolvidos e como fazer para melhorar o desempenho em cada um deles. Nesse sentido, abordagens direcionadas ao processo de apoio à decisão, como a MCDA-Construtivista, representam um importante instrumento para auxiliar indivíduos em situações problemáticas. Uma de suas principais características é a flexibilidade metodológica, decorrente da visão de conhecimento construtivista que a orienta. Inserido neste contexto, o presente trabalho tem como objetivo geral desenvolver uma proposta teórico-metodológica que viabilize a integração da Soft Systems Methodology (SSM) à MCDA-Construtivista nos processos de apoio à decisão. Com isso, pretende-se potencializar os benefícios advindos do uso do processo SSM na atividade de representação, organização e compreensão do problema, aliando-os a robustez e foco na promoção de aprendizado sobre o problema, características que norteiam a MCDA-Construtivista. Essa integração é descrita em uma proposta teórico-metodológica e seus procedimentos testados por meio da aplicação em uma situação real.

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Petrini, Maira. "A viabilidade técnica e o enriquecimento de um modelo de E.I.S. - Enterprise Information System com características para comportamentos proativos na recuperação de informações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1999. http://hdl.handle.net/10183/29556.

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O objetivo desta pesquisa é a análise da viabilidade técnica de um sistema EIS - Enterprise InformationSystem - baseado em um modelo conceitual com características para comportamentos proativos na recuperação de informações. O tema é investigar a interação entre as pessoas e a tecnologia da informação, mais precisamente, investigar como os modelos de Sistemas de Informação, implementados através de várias tecnologias, podem afetar ou influenciar usos e comportamentos dos seus usuários. Na revisão de literatura contemplamos dois objetivos específicos: (a) identificar tecnologias emergentes - conceitos, métodos e ferramentas, para a viabilização técnica do protótipo, e (b) explorar o conceito de proatividade, relacionando-o à recuperação de informações - combinação entre os comportamentos de exploração de dados e busca focada. A pesquisa de campo foi marcada por dois momentos, ocorrendo entre eles a implementação do protótipo. No primeiro, foram estudadas as percepções (usuários e pesquisador) sobre o comportamento na recuperação de informações no sistema inicialmente em uso. No segundo, buscamos avaliar estas percepções, tendo em vista o protótipo já implementado. Os resultados obtidos promoveram a revisão do modelo conceitual, refinando algumas características propostas inicialmente e identificando a necessidade de outras. Avaliando a influência do protótipo construído sobre o comportamento dos usuários, ficou fortalecida a idéia de que a predisposição para um comportamento de exploração de dados seria considerada condição necessária, embora não determinante, para o uso do mesmo.
The research objective is the technical viability of an EIS – Enterprise Information System - based on a conceptual model with proactive behavior characteristics for information retrieval. The theme is the investigation of the interaction between people and the information technology; specifically how the Information Systems models, implemented through various technologies, can influence their usage and their user's behavior. Reviewing the pertinent literature we achieved two specific objectives: (a) identity emerging technologies - concepts, methods and tools to the technical viability the prototype, and (b) explore the concept of proactivity, relating it to information retrieval - combination among the behaviors of scanning and focused search. The field research had two phases and the prototype implementation occurred between them. In the first phase we have studied the users' and the researcher's perceptions about the information retrieval system in place. In the second phase we tried to evaluate this perceptions, now related to the built prototype. The results lead to the revision of the conceptual model, refining some initially proposed characteristics and identifying the need for others. Evaluating the influence of the prototype upon the user's behavior, we reinforced the idea of the predisposition for scanning would be considered required, although not sufficient, for the use of the EIS that way.

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Gustafsson, Oskar. "Balkanisering och klassifikation : En komparativ studie av klassifikationen av forna Jugoslavien, beträffande språk, geografi och historia, i DDC och SAB." Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226962.

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This master's thesis examines the possibilities of correction and change in a classification scheme, with regard to the changes that occur in the world the classification system intends to describe. Applying a comparative method and classification theory, the classification of the example of the former Yugoslavia (1918-1941, 1945-1991), its republics and successor states, and the languages, formerly known as Serbo-Croatian are examined through a comparison of the main classes and divisions of language, geography, and history, in Dewey Decimal Classification (DDC), and Klassifikationssystem för svenska bibliotek [Classification for Swedish Libraries] (SAB). Eight editions of DDC, from 1876 to 2014, are compared to seven editions of SAB, from 1921 to 2013. The editions have been selected in order to show the changes prior to, and following, the First World War, changes after the Second World War, and changes following the collapse of Yugoslavia in 1991. The examination shows that both systems have updated their editions according to the changes in former Yugoslavia over the years. DDC has well constructed facet schedules, especially Table 2 concerning geography, but fails, in some cases, to construct a logic and hierarchical structure for the republics and languages of Yugoslavia, partly due to the fixed classes and divisions that survive from the very first edition of DDC from 1876, but also as a result of the decimal notation, and its limitations, itself. SAB seeks to construct a hierarchically logic and equal scheme for the languages, areas, and states of the former Yugoslavia. Although the facets for geography and chronology aren't as developed as the ones in DDC, the overall result is that of a logically consistent and hierarchically clear classification, with short notation codes, thanks to the alphabetic mixed notation, which allows more subdivisions than the numerals and the pure notation of DDC. This study is a two years master's thesis in Archive, Library and Museum studies.

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Oliveira, Lessandra Medeiros de. "A informação como instrumento para tomada de decisão do agricultor de Giruá no Estado do Rio Grande do Sul - Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/10587.

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Devido à complexidade das relações entre os mais diversos agentes nos mercados atuais, aumenta a importância do conhecimento a respeito do processo decisório desses agentes. Busca-se uma maior compreensão desse processo, relativo ao setor agropecuário, que, por sua vez, apresenta maior risco e incerteza do que outros negócios, pois está sujeito à sazonalidade da produção, à variável climática e à perecibilidade. Sabe-se também que a gestão das propriedades rurais, que compreende coleta de dados, geração de informações, tomadas de decisão e ações decorrentes, é insuficientemente tratada na literatura, uma vez que os trabalhos existentes nessa área estão mais restritos aos aspectos econômicos da gestão. Observa-se a necessidade de maior compreensão desses processos de gestão, a partir de uma visão holística, uma vez que o processo de tomada de decisão pode ser evidenciado por uma racionalidade que tende a incluir fatores sociais, políticos e culturais, ampliando a abrangência puramente econômica. Evidencia-se ainda a importância do elemento “informação”, disponível e utilizado no processo. Diante desse contexto, o presente estudo objetiva avaliar quais informações e fontes de informação são consideradas pelos produtores nas pequenas e médias unidades de produção, nos seus processos de tomada de decisão, em Giruá, na região noroeste do Estado do Rio Grande do Sul. A pesquisa caracteriza-se como um estudo descritivo, o qual serviu para alcançar os objetivos definidos, procedendo-se, para tanto, o levantamento dos dados primários junto a 120 produtores da região. Após a coleta dos dados, efetuou-se a tabulação e análise estatística dos mesmos. Por meio dos resultados apresentados, pode-se identificar as informações que o produtor considera no seu processo decisório, as fontes de informação que os produtores utilizam e a respectiva avaliação sobre essas fontes. As relações entre as variáveis relevantes apresentadas permitem observar que a interação de elementos do sistema de produção pode influenciar o processo de tomada de decisão dos produtores, e que a compreensão do processo decisório dos produtores pode ser auxiliada pelo entendimento dessas relações, sob o enfoque que considera a exploração agrícola um sistema. Desse modo, este estudo contribui para ampliar a compreensão sobre o comportamento, as necessidades e o processo de tomada de decisão dos produtores rurais.
Having in mind the complexity of the relationships among several different agents in the markets nowadays, the importance of these agents’ decision-making process knowledge is on the increase. A higher comprehension of this process is sought in the agriculture and farm business sector, which in turn presents more risks than other sectors, because it is subject to the seasonality of the crops, to the climate variables, to the perishability of the production. It is also of concern that the management of rural properties, which demands data collection, information production, decision making and consequent actions, is insufficiently covered in the literature, since the current bibliography in this area is mostly restrict to the economical aspects of management. Thus, it is necessary to analyze it from a holistic view, since the process of decision-making can be evidenced by a rationality that tends to include social, political and cultural factors, extending the range that was only economical. The importance of the information available and used in the process is also evidenced. In the face of this context, the present study was conducted in order to evaluate what sort of information and what sources of information are considered by the farm producer in the small and medium-sized units of production, during their processes of decision making, in Giruá, in the northwest region of the state of Rio Grande do Sul. The research is characterized as a descriptive study, which has helped reach the presented objectives. The procedures were the primary data collection across a hundred and twenty farm producers in the region. After the collection, the data was tabulated and statistically analyzed. Through the presented results, it was possible to identify which sort of information the rural producer takes into consideration in his decision making process, which sources of information he uses and their corresponding evaluation of these sources. The relationships among the relevant variables presented lead to observe that the interactions among the elements of the production system can influence the producers’ decision making process, and that, from the view of agricultural exploitation as a system, the comprehension of these relationships can help the producers understand the decision making process. Thus, this study contributes to the enhancement of the comprehension of the behavior, the needs and the decision making process of the farm producers.

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Geijer, Sofia. "Att organisera beståndet eller ”Äntligen hittar man!” : om hylluppställning och exponering på Arkenbiblioteket." Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225989.

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The aim of this master’s thesis is to examine how libraries can organize their collections in terms of library shelving and displays and to what extent these activities stem from a desire to create a user-friendly library. The thesis is based upon a case study of Arkenbiblioteket in Sweden and the material consists of a literature study and qualitative, semi-structured interviews with three librarians at Arkenbiblioteket. The theoretical framework consists of theories on information-seeking behavior, classification and displays. These theories form the basis of the analysis of the empirical material.The main reason for the changes in shelf arrangement at Arkenbiblioteket was a desire among the library staff to create a user-friendly library. Their experience of the previously used SAB classification system was that it was outdated and suited neither the collection nor the users’ information-seeking behavior. Many Swedish libraries have recently decided to change from SAB classification to the internationally used Dewey decimal classification. This, however, was not an option for Arkenbiblioteket as the staff believed that DDC, with its classification’s notation based on Arabic numerals, was likewise ill-suited for their users. As a result they created their own classification and shelving system using text in plain and colours for each category. Furthermore, the staff at Arkenbiblioteket focuses on library displays with commercial inspiration from bookshops. They work with face-front displaying techniques to inspire users. In conclusion, both the new shelving system and the library displays are designed to suit the users and their information-seeking behavior, whether they are conducting a specific search or merely browsing. The feedback from users on the new shelving system has been mainly positive.This study is a two years master’s thesis in Archive, Library and Museum studies.

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Bergel, Erik. "Musik i förvandling : Bibliotekens övergång av klassifikationssystem från SAB till DDK och dess inverkan på musikområdet." Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297633.

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In November 2008, the National Library of Sweden decided to change their standard classification system from the Swedish Library Classification System (SAB) to the american Dewey Decimal Classification (DDC). One of the main reasons to this transition was the assumption of gaining the possibility to exchange and import catalogue posts by using an outspread international classification system. Throughout the years, it has been disputed whether DDC’s treatment of music has been the most suitable. The system has been criticized for being biased in favor of Western music and not being updated with the growth of new music. The purpose of this study is to examine the opinions among librarians connected to the music area on how this classification transition went, and how it has affected their work. The primary questions concerned with this study are if the interviewees perceive that there is a problem by using DDC for music and if so, how? Additionally, does this change also affect the library users, or is it only the librarians? The method I am using to examine these questions is qualitative interviews based on Steinar Kvale and Svend Brinkmann’s thoughts in their book Den kvalitativa forskningsintervjun. The theories that will be used for this thesis are theories concerning functional requirements of classification systems. The results show that the interviewees’ opinions are that DDC’s notation tends to be long, which affects the usability of the system. The interviewees’ perception is that DDC is also lacking in its treatment regarding musical recordings and the popular music area. One of the main reasons for this shortage is because there is basically no other library outside of Sweden that is classifying such material with DDC, which means that the information exchange with countries abroad has so far been rather exiguous.

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Pessoa, Margarita Maria Elisa Pereira. "Integração de modelos hidrológicos e sistemas de informação geográfica na análise de processos de outorga quantitativa de uso da água : aplicação na bacia do rio dos Sinos - RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/33788.

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Para expedir uma outorga de direito de uso da água, é necessário que técnicos do órgão responsável verifiquem se existe capacidade do corpo hídrico de atender a demanda solicitada (captação ou lançamento), considerando os demais usos já existentes e a hidrologia local. Em muitos casos, no Brasil e em outros países, as análises e os cálculos necessários para esta verificação ainda são feitos de forma manual, utilizando mapas em papel e planilhas de cálculo não integradas a Sistemas de Informação Geográfica. Este trabalho apresenta uma metodologia baseada na integração de SIG e modelos hidrológicos para a análise de pedidos de outorga de uso da água. A metodologia envolve 1) a utilização de SIG para pré-processamento de dados visando a aplicação de um modelo hidrológico chuva-vazão; 2) a aplicação do modelo chuva-vazão para gerar estimativas da vazão de referência adotada como disponibilidade hídrica em cada trecho de rio em que é dividida a bacia; 3) a transferência dos resultados do modelo hidrológico de volta ao SIG; e 4) a aplicação de um Sistema de Suporte a Decisão no qual cálculos simples de balanço hídrico são realizados internamente em um SIG. É apresentado um teste da metodologia na bacia do rio dos Sinos, no Rio Grande do Sul, região na qual há um comprometimento elevado da disponibilidade hídrica de referência. Os resultados no estudo de caso mostraram que é possível aprimorar a metodologia de análise de outorga ao integrar SIG e modelagem hidrológica.
In order to grant water rights to its user, it is necessary that technicians from the institution in charge verify if there is indeed the capability from the water body to overtake the requested demands (withdrawal or effluent disposal), considering other existing uses and local hydrology. In many cases in Brazil and other countries, the required analyses are still largely made by hand, using paper maps and spreadsheets not integrated to Geographic Information Systems (GIS). This work presents a methodology based on the integration of GIS and hydrological models for analyzing and granting water rights requests. This methodology implies: 1) the use of GIS for data pre-processing and by means of using an hydrological rainfall-runoff model; 2) the application of this rainfall-runoff model to estimate the water discharge availability that can be used as a reference for every reach of the river in which the basin is divided; 3) the transfer of the hydrological model results back to the GIS; and 4) the application of a Decision Support System in which simple calculations of water balance are done entirely in GIS environment. The presented methodology was applied to the case of the Rio dos Sinos basin, in Rio Grande do Sul, Brazil, a region where water demands exceed availability. Results of this case study showed that it is possible to improve the methodology used to analyze the granting of water rights when GIS and hydrological models are integrated.

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Bellini, Carlo Gabriel Porto. "METRICS, Model for Eliciting Team Resources and Improving Competence Structures : a socio-technical treatise on managing customer professionals in software projects for enterprise information systems." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/12062.

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It is still not common in research on software quality to delve into non-technical issues. In the particular case of implementing customized information systems software (CISS), the field is also not completely aware of the importance of managing customers with a formal and objective set of measures that account for their responsibility in projects. CISS products – whose source code is ultimately developed according to each customer’s demands on core business processes – ask developers to pay unique attention to issues like competencies, culture, strategy, and resources of the client organization, as well as to the industry’ critical success factors, best practices, and prospects. The present research adds to software engineering and to organizational theory by introducing a conceptual framework (rationale) and a set of seven indicators, 27 metrics and 88 measures for improving the knowledge and the managerial practices regarding the participation of customers in CISS development.The focus is on managing the customer team (CuTe) – professionals from the client organization that contracts CISS projects, who are assigned special business and information technology (IT) roles for interacting with outsourced developers in such projects, since both customer and external (outsourced) developer teams share project authority and responsibility. Research insights and assumptions were developed throughout a six-year professional interaction with companies in a major Brazilian IT cluster; and a three-year case study within a landmark enterprise resource planning (ERP) implementation in a Brazilian university, supported by indepth interviews with key CuTe professionals in the project, provided the research with compelling data for the assembly and validation of findings. The resultant framework – formed by the rationale and the measurement instruments – is called Model for Eliciting Team Resources and Improving Competence Structures (METRICS), and it is to be used in the industry by customers and external developers to help plan, control, assess, and make historical records of CuTe design and performance in CISS projects. Academicians also benefit from the incorporation of a new perspective with which to deal with the customersupplier interaction in IT endeavors.

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Lima, Fernando Rister de Sousa. "A decisão judicial como comunicação diferenciada: uma investigação à luz da teoria sistêmica de Niklas Luhmann." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/7716.

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Made available in DSpace on 2016-04-26T20:26:01Z (GMT). No. of bitstreams: 1 Fernando Rister de Sousa Lima.pdf: 654839 bytes, checksum: c4199c84b6dbf07e0e80e7e18ff9f279 (MD5) Previous issue date: 2007-10-02
This study aimed at investigating the role of communication in the construction of Law subsystem as well as the role of judicial decisions, under the perspective of the Systems Theory by Niklas Luhman. This investigation is justified by the fact that this German sociologist has revisited concepts of the traditional sociology theory and proposed a new perspective of description for the complex society. The methodology was based on bibliographic research which was conducted not only in primary sources but also in secondary ones. Taking analytic reasoning as basis, following the Chaim Perelman definition, we started from the premises such as the Systems Theory toward the thesis, which can only be considered valid as long as the reasoning follows the chosen axiom. The results point at the identification of communication as the key and fundamental element in the constitution of the partial systems and the judicial decisions. Therefore, as a core part of the Judicial System it should be issued as basis in the respective binary code, that is licit/illicit. On the other hand, disregarding the binary systems characteristic causes code corruption and its corroboration for the construction of another system
O trabalho em comento investiga o papel da comunicação na formação do subsistema do Direito e qual o papel da decisão judicial, sob inspiração da Teoria Sistêmica da autoria de Niklas Luhmann. A justificativa da pesquisa encontra-se no fato do referido sociólogo alemão ter revisitado conceitos da teoria sociológica tradicional, propondo uma nova perspectiva de descrição à sociedade complexa. Para realização do trabalho utiliza-se de pesquisa bibliográfica, tanto as fontes primárias, como as secundárias. Tem-se por base o uso do raciocínio analítico, na linha do explicitado por Chaïm Perelman, parte-se de premissas por exemplo, a teoria sistêmica -, para se chegar à tese, que só será tida como válida à medida em que o pensamento for conduzido sob o axioma escolhido O resultado da pesquisa é a identificação da comunicação como peça fundamental à formação dos sistemas parciais e a decisão judicial, como parte do centro do Sistema Jurídico, deve ser emitida com base no respectivo código binário, qual seja: lícito/ilícito. Em contrapartida, o desrespeito à binaridade sistêmica proporciona corrupção do código e a sua reiteração a formação de outro sistema

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Silva, Márcia Elizabeth Marinho da. "O processo de tomada de decisão para o agendamento de consultas especializadas em centrais de regulação : proposta de um modelo baseado em análise multi-critério." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/4306.

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A regulação de consultas especializadas tem se mostrado como uma das áreas mais problemáticas do Sistema Único de Saúde (SUS) no Brasil. Cabe aos gestores de saúde nos municípios, estados, e governo federal, estabelecerem mecanismos de regulação coerentes com o volume de recursos disponíveis e com o contingente populacional a atender. Diversas centrais de regulação para atendimentos especializados foram implantadas nas secretarias municipais de saúde e sistemas de informação foram criados como ferramentas para apoio a estas centrais. Seu escopo tem sido progressivamente ampliado, de maneira a incluir uma visão crítica das necessidades da população em relação à capacidade de atendimento dos prestadores de serviço. No processo de regulação de consultas especializadas, duas questões têm-se destacado: (1) para um dado caso, quais pacientes têm maior prioridade de atendimento, e (2) quais prestadores de serviço podem resolver melhor o caso? Fundamentado nestas duas questões, e a partir da consideração dos requisitos legitimados na área da assistência à saúde, este trabalho propõe um sistema para apoio à decisão de agendamento de consultas especializadas para servir às centrais de regulação. O sistema proposto integra análise de decisão multi-critério e programação linear para o agendamento das consultas, onde a alocação dos pacientes é definida em função da relevância relativa de um conjunto de critérios relacionados à noção de efetividade da assistência médica especializada e da capacidade de atendimento das unidades de assistência credenciadas. Da integração destes modelos resulta uma representação que leva em conta simultaneamente os aspectos relacionados ao diagnóstico médico e suas conseqüências na vida do paciente, os aspectos relacionados às instalações e processos disponíveis nas unidades assistenciais credenciadas, e os aspectos relacionados à dificuldade de acesso do paciente a estas unidades. O uso do sistema permite que as informações pessoais e médicas do paciente, assim como as informações sobre as unidades assistenciais, sejam incorporadas em um modelo de programação linear de maneira a maximizar a efetividade do conjunto de solicitações para cada especialidade. Os modelos foram implementados em um sistema informatizado, e aplicados em uma parcela dos serviços da Secretaria Municipal de Saúde de Porto Alegre para as especialidades de cardiologia e cirurgia vascular. O sistema e os resultados obtidos foram validados por um grupo de peritos, que confirmou a viabilidade do uso deste modelo como uma ferramenta para a otimização da alocação de recursos no atendimento especializado pelo SUS.
The regulation of specialized medical consultations has been one of the most problematic areas of the Government Unified Health System (SUS) in Brazil. It is the role of health managers from cities, states and federal government to establish coherent mechanisms of regulation with the amount of available resources and the population contingent to be assisted. Many regulation centers for specialized consultations had been created in public city health departments, and many information systems were developed to support these centers. Its target has been gradually extended, in a way to include a critical vision of the necessities of the population in relation to the capacity of attendance of the service rendering. On the specialized consultations regulatory process, two questions arise: (1) for a random situation, which patient has priority to be assisted? (2) Which health providers can better solve this problem? Based on these two questions, and from the consideration of the legitimated requirements in health care, this work considers a decision support system for the scheduling process of specialized consultations into regulation central offices. The considered system integrates multi-criteria analysis and linear programming for the scheduling process, where the allocation of the patients is defined in function of the relative relevance of a set of criteria related to the notion of effectiveness of the specialized medical assistance and the capacity of assistance of the credential service providers. By the integration of these models, a representation results that simultaneously takes in account the related aspects to the medical diagnosis and its consequences in the patient’s life, the aspects related to the installations and available processes in the credential assistance units, and the aspects related to the difficulty of access of the patient to these units. The use of the system allows that the personal and medical information of the patient, as well as the information on the assistance units, are incorporated in a model of linear programming in a way to maximize the effectiveness of the set of requests for each specialty. The models had been implemented in a decision support system, and applied in a parcel of the services of the Porto Alegre City Health Department for cardiology and vascular surgery. The information system and the outgoing results were validated by a group of experts, which confirmed the model viability for using as a tool to improve the resource distribution at the SUS's specialized assistance.

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Parmar, Ronak. "En kvalitativ studie om elevers kunskaper av tal i decimalform : A Qualitative Study Of Students' Knowledge Of Numbers In Decimal Form." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53595.

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Syftet med studien är att erhålla en djupare förståelse av elevers kunskaper om det decimala talsystemet. Frågeställningen som undersöks är; vilka olika tillvägagångsätt kan identifieras när eleverna beskriver hur de har löst operationer som behandlar det decimala talsystemet? Den här studien har använt sig av en kvalitativ innehållsanalys, där elevernas olika tillvägagångsätt att lösa uppgifter har analyserats. Studien har lånat ord som förståelse och kvalitativa skillnader från den fenomenografiska forskningsansatsen. I studien har 17 elever deltagit och genomfört ett arbetsblad. Därefter valdes 10 elever slumpmässigt ut för vidare intervjuer. Resultatet som presenteras baseras på de uppgifter där det förekommer skillnader i elevsvaren. I uppgifterna och i de efterföljande elevintervjuerna har flertalet tillvägagångsätt kunnat identifieras. Det huvudsakliga resultatet visar att eleverna löste uppgifterna med olika tillvägagångsätt. Elevsvaren har i diskussionsdelen jämförts mot tidigare forskning för att kunna behandla studiens syfte. Vidare problematiseras även resultatets relevans för yrkesrollen och hur matematiklärare kan använda sig av resultatet för att planera och genomföra sin undervisning.
The aim of the study is to obtain a deeper understanding of students' knowledge of the decimal number system. The subject of interest is what different approaches can be identified when students describe how they have solved operations that deal with the decimal number system? This study has used a qualitative content analysis, where the students' different approaches to solving tasks have been analyzed. The study has borrowed words such as understanding and qualitative differences from the phenomenographic research approach. In the study, 17 students participated and completed a worksheet. Subsequently, 10 students were randomly selected for further interviews. The presented results are based on the data where there are differences in student responses. Through the task and the subsequent student interviews different approaches were identified. The main result is that the students solved the tasks with different approaches. In the discussion section, the student responses have been compared with previous research. Furthermore, the relevance of the result for the professional role and how the mathematics teacher is also problematized can use the results to plan and carry out their teaching.

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Moody, Bruce. "Connecting the points an investigation into student learning about decimal numbers /." 2008. http://adt.waikato.ac.nz/public/adt-uow20080815.133049/index.html.

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"Decimal Floating-point Fused Multiply Add with Redundant Number Systems." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-05-1044.

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The IEEE standard of decimal floating-point arithmetic was officially released in 2008. The new decimal floating-point (DFP) format and arithmetic can be applied to remedy the conversion error caused by representing decimal floating-point numbers in binary floating-point format and to improve the computing performance of the decimal processing in commercial and financial applications. Nowadays, many architectures and algorithms of individual arithmetic functions for decimal floating-point numbers are proposed and investigated (e.g., addition, multiplication, division, and square root). However, because of the less efficiency of representing decimal number in binary devices, the area consumption and performance of the DFP arithmetic units are not comparable with the binary counterparts. IBM proposed a binary fused multiply-add (FMA) function in the POWER series of processors in order to improve the performance of floating-point computations and to reduce the complexity of hardware design in reduced instruction set computing (RISC) systems. Such an instruction also has been approved to be suitable for efficiently implementing not only stand-alone addition and multiplication, but also division, square root, and other transcendental functions. Additionally, unconventional number systems including digit sets and encodings have displayed advantages on performance and area efficiency in many applications of computer arithmetic. In this research, by analyzing the typical binary floating-point FMA designs and the design strategy of unconventional number systems, ``a high performance decimal floating-point fused multiply-add (DFMA) with redundant internal encodings" was proposed. First, the fixed-point components inside the DFMA (i.e., addition and multiplication) were studied and investigated as the basis of the FMA architecture. The specific number systems were also applied to improve the basic decimal fixed-point arithmetic. The superiority of redundant number systems in stand-alone decimal fixed-point addition and multiplication has been proved by the synthesis results. Afterwards, a new DFMA architecture which exploits the specific redundant internal operands was proposed. Overall, the specific number system improved, not only the efficiency of the fixed-point addition and multiplication inside the FMA, but also the architecture and algorithms to build up the FMA itself. The functional division, square root, reciprocal, reciprocal square root, and many other functions, which exploit the Newton's or other similar methods, can benefit from the proposed DFMA architecture. With few necessary on-chip memory devices (e.g., Look-up tables) or even only software routines, these functions can be implemented on the basis of the hardwired FMA function. Therefore, the proposed DFMA can be implemented on chip solely as a key component to reduce the hardware cost. Additionally, our research on the decimal arithmetic with unconventional number systems expands the way of performing other high-performance decimal arithmetic (e.g., stand-alone division and square root) upon the basic binary devices (i.e., AND gate, OR gate, and binary full adder). The proposed techniques are also expected to be helpful to other non-binary based applications.

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SHIH, YAO-CHANG, and 史曜彰. "A Study on Applying Interactive Response System to Decimal and Fraction Teaching for Third Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63967662810602415464.

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碩士
世新大學
資訊傳播學研究所(含碩專班)
104
Technology has been in progress, use of information technology into the teaching has become a trend. The ability to use technology and information to students should develop basic skills is expressed in Grade 1-9 curriculum guidelines. This study aims to explore the influence on third grade students’ mathematics learning achievement and the learning attitude by using Interactive Response System, and also investigates the satisfaction of schoolchildren toward the Interactive Response System learning. A quasi-expermental method was adopted in this study. Participants in this study included third grade elementary schoolchildren in 2 class from an elementary school in New Taipei City. The experimental group, using Interactive Response System learning two units of mathematics (including Fraction Addition and Subtraction, Decimal). The other class was designated as the control group which traditional lecture-based teaching was administered. The tools used in this study were: mathematics learning achievement test, mathematics learning attitude scale, and satisfaction questionnaires, statistical software for data processing and analysis. Finally, satisfaction questionnaires and interviews were conducted to survey the satisfaction levels and learning experiences of the students who participated in Interactive Response System learning.According to the results, the schoolchildren can enhance mathematics learning achievement, improve the learning attitude by using Interactive Response system learning, and schoolchildren exhibited positive attitude in using interactive response system learning.

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De, Jager Gert Johannes Jacobus. "An exploratory study of translations of the Dewey Decimal Classification system into South African languages." Thesis, 2017. http://hdl.handle.net/10500/23248.

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This research investigated the feasibility of South African translations of Dewey Decimal Classification (DDC). The study provides an introductory overview of DDC throughout the world, followed by its use in South Africa. The introduction highlights shortcomings and possible solutions – of which translations seem to be the most ideal. This research involved a critical analysis of the literature on DDC translations, a documentary analysis and technology-based research in the form of Google translations and evaluation of parts of Abridged Edition 15 of DDC. The critical analysis of the literature and the documentary analysis identified problems relating to translations, how translations deal with shortcomings in DDC, the fact that no literature exists on multilingual translations, and the process of translations (including the fact that this is an expensive endeavour). It also revealed information about sponsorship and the mixed translation model. The technology-based research, using Google Translate for translations of parts of Abridged Edition 15 and the subsequent evaluation of these translations indicated that Google translations were comprehensive and needed minimum editorial effort. Further to this it paved the way for describing a possible workflow for South African translations and indicated that the parts already translated as well as further Google translations can expedite the translation process. A model for South African translations, based on only the cost of the Pansoft translation software was proposed. The mixed model approach, where some languages are used as main languages (schedules, Relative Index terms and the like) and others for Relative Index terms only, was deemed the most appropriate in the South African context. This led to the conclusion that DDC translations into ten of the official South African languages are indeed feasible. The research supports translations that keep the integrity of DDC intact, with possible expansions based on literary arrant. It is important, though, to get the support of the South African library community and authoritative bodies such as the National Library of South Africa and/or the Library and Information Association of South Africa (LIASA) to negotiate and sign a contract for these translations.
Information Science
D. Litt. et Phil. (Information Science)

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黃孟文. "System for assisting teachers to analyze elementary school students' decimal misconceptions and supporting decision making of teaching strategies." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/20037406151084401573.

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碩士
國立新竹教育大學
應用數學系碩士班
95
The conceptions of decimal fraction are complicated for elementary school students. The misconceptions may be occurred because of the difficulties of understanding the knowledge of decimal fraction. Thus, teachers need to detect students’ misconceptions before the adaptive teaching process applying on students’ learning. Parallel testing is widely used in assessing teachers to detect students’ learning performance; however, traditional testing sheets are time-consuming for teachers to construct the parallel tests in a short time. Furthermore, it do not support teachers to detect students’ misconceptions. This paper proposed an online parallel test generator for teachers to construct parallel testing sheets in a short time and detect elementary school students’ misconceptions about decimal fraction. The parallel test generator is performed under 53 item templates predefined with restrictions and reduces teachers’ efforts in constructing the parallel tests. After students’ misconceptions are detected. Each student’s misconception structres could be illustrated graphically in a tree structure by the concept map technique, which is helpful for teachers to analyze student’s learning performance and make a decision to classify each student into adaptive teaching strategies. The adaptive teaching strategies are categoried into four classes: (1) supervised study (2) reciprocal peer tutoring (3) abidance of family, and (4) guidances of teachers. The machine learning techniques are used to assist teachers classifying each student into adaptive teaching strategy with a high accuracy in time.

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Hu, Feng-Rung, and 胡豐榮. "The Study of 5th Grade Students'' Understanding of Relevant Concepts of Place Value in the "Decimal Numeration System" unit." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/61546969814113055445.

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碩士
國立彰化師範大學
科學教育研究所
83
The aim of this study was to investigate the 5th grade students'' achievement and understanding of place value relevant concepts in studying the "Decimal Numeration System" Unit which appeared in Volume No.9 of the revised elementary schools mathematics'' text- book.The relevant concepts included multiplications and divisions of numbers ending with 0,size of number,representation of numbers ,place value,and structure of numeration.Using descriptive survey method,a paper-pencil test was given to 842 5th grade students from 23 different elementary schools in order to examine their achievement in studying the unit.In addition,students were inter- viewed by the researcher in order to acquire a deeper understan- ding of their relevant concepts of place value,including alter- native conceptions and representation of number.The results of this study showed that students achievement on relevant concepts of place value was below average,and they had many alternative conceptions.In the case of multiplications & divisions of numbers which ended with 0,students'' major alternative conceptions were that they thought that 0 would be cancelled because it was the case for decimal fraction ending in 0.In the case of structures of numeration,students major alternative conceptions came from talking literal meaning of the word, without a good understanding of what base power of the numeration was.In the case of represent -ation of numbers, students'' major alternative conceptions were to misconceive 0 & meaning of the decimal point.In the case of place value, students wouldn''t understand the place value of binary numeration system.Also, students'' understanding of decimal fraction was influenced by place name very much.Especially for decimal fraction,students had five major kinds of misunderstan- dings.Additionally for the place value of decimal numeration system,students had an easy time learning by rote.

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Ghayoor, Farzad. "Non-binary compound codes based on single parity-check codes." Thesis, 2013. http://hdl.handle.net/10413/10422.

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Shannon showed that the codes with random-like codeword weight distribution are capable of approaching the channel capacity. However, the random-like property can be achieved only in codes with long-length codewords. On the other hand, the decoding complexity for a random-like codeword increases exponentially with its length. Therefore, code designers are combining shorter and simpler codes in a pseudorandom manner to form longer and more powerful codewords. In this research, a method for designing non-binary compound codes with moderate to high coding rate is proposed. Based on this method, non-binary single parity-check (SPC) codes are considered as component codes and different iterative decoding algorithms for decoding the constructed compound codes are proposed. The soft-input soft-output component decoders, which are employed for the iterative decoding algorithms, are constructed from optimal and sub-optimal a posteriori probability (APP) decoders. However, for non-binary codes, implementing an optimal APP decoder requires a large amount of memory. In order to reduce the memory requirement of the APP decoding algorithm, in the first part of this research, a modified form of the APP decoding algorithm is presented. The amount of memory requirement of this proposed algorithm is significantly less than that of the standard APP decoder. Therefore, the proposed algorithm becomes more practical for decoding non-binary block codes. The compound codes that are proposed in this research are constructed from combination of non-binary SPC codes. Therefore, as part of this research, the construction and decoding of the non-binary SPC codes, when SPC codes are defined over a finite ring of order q, are presented. The concept of finite rings is more general and it thus includes non-binary SPC codes defined over finite fields. Thereafter, based on production of non-binary SPC codes, a class of non-binary compound codes is proposed that is efficient for controlling both random-error and burst-error patterns and can be used for applications where high coding rate schemes are required. Simulation results show that the performance of the proposed codes is good. Furthermore, the performance of the compound code improves over larger rings. The analytical performance bounds and the minimum distance properties of these product codes are studied.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

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"3D reconstruction of specular micro-surfaces in typical electronic manufacturing." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074143.

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As the electronic industry advances rapidly, the dimensions of the semiconductor products keep on being shrunk and that leads to more stringent requirement on process control and quality assurance. In particular, area array packages like BGA, CSP, flip chips, wafer bumping and wafer-level packaging need to have the 3D quality of some micro-surfaces inspected accurately and efficiently. An example of the micro-surfaces is the solder bumps for direct die-to-die bonding, which are of size as small as 60 to 600 microns in diameter. However, the tiny size and often highly specular and textureless nature of the surfaces make the inspection difficult. In addition, the size of the inspection system is required to be small so as to minimize restraint, on the operation of the various moving parts involved in the manufacturing process.
Experimental results with image data of a variety of objects have positively demonstrated the feasibility of the proposed methodology.
In the mechanism the inspection speed is governed by the number of needed images which also equals the number of spatial shiftings of the grating. This thesis also addresses how the grating, as well as its spatial shifting, can be designed optimally for minimizing this image number for faster inspection speed. An optimal solution to shifting strategy optimization is proposed that is applicable to any pattern on the fringe grating. A design method is also introduced for optimal pattern design, which has higher efficiency than brute-force searching. To reduce image number furthermore, bit-pairing codification mechanism and color-encoded pattern are proposed and verified to be more efficient.
In this thesis, I propose a new methodology for reconstructing micro-surfaces in 3D. The mechanism is based upon the familiar concept of binary structured-light, projection, but adapted, for the purpose of greatly reducing the system size, from the traditional setup of an array of multiple light sources to one with a single light source. The mechanism consists of a single light source in combination with a binary grating for projecting a binary pattern onto the target surface, and of a camera for capturing image of the illuminated scene. By shifting the binary grating in space and in every drifting taking a separate image of the illuminated surface, each position on the illuminated surface will be attached with a string of binary code over the sequence of captured images. With a suitable design of the binary grating, the binary code string can be made unique for each bump surface position, allowing exact correspondence between the binary pattern and image data, and subsequently 3D determination through triangulation. With such a bright-or-dark world for each image position, the issues of image saturation, image noise, and textureless nature of the target surfaces are avoided.
Jun Cheng.
"June 2006."
Adviser: Ronald Chi-kit Chung.
Source: Dissertation Abstracts International, Volume: 67-11, Section: B, page: 6499.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (p. 107-117).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.

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Chang, Hsing-Lien, and 張幸蓮. "A Computer-Aided Instruction System with the Strategies of Teaching-with- Analogy-- Using Decimal Concepts as an Example for Illustration." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/q63fyu.

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碩士
國立台北師範學院
數學暨資訊教育學系(含數學教育碩士班)
93
The study focuses on the effects of the on-line Computer-Aided Instruction (CAI) system designed according to the strategies of teaching-with- analogy of decimal numbers for the 4th graders. The samples gathered in this study were 4th-grade students from two elementary schools in Taipei County. The pretest-posttest nonequivalent group experimental design was adopted as the research method. The subjects were divided into three groups: (1) experimental group 1 (EG1), (2) experimental group 2 (EG2), and (3) control group (CG). EG1 was the learning system using analogical teaching methods designed by this study; EG2 was the learning system using traditional learning methods designed by this study; CG adopted the traditional paper tests. The pre-test and post-test were conducted on three groups of students to help the study to understand the effects of the system. Students in EG1 were also surveyed in order to further understand their learning performances. The main findings of this study point out that EG1 produces the best performances among the three groups and that performances of EG2 did not significantly differ from CG. Speaking of performances by different genders, boys and girls in EG1 make the most progress. When it comes to achievement differences, lower-grade students in EG1 outperform significantly with progress to a larger extent. The questionnaires gathered from EG1 shows this instruction system is helpful in terms of learning decimal concepts and the teaching materials can be designed by using analogical concepts.

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Wu, De-hu, and 吳德虎. "A study in developing the system of knowledge structure-based computerized dynamic assessment and adaptive diagnostic testing –taking decimal multiplication in fifth graders for example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07557962611295354231.

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碩士
亞洲大學
資訊工程學系碩士在職專班
97
With the aim of this study is to examine the effects of Knowledge structure-based computerized dynamic assessment and adaptive diagnostic testing on the promotion of decimal multiplication for the elementary fifth graders. The researcher also analyzes different ways of dynamic assessment so that the performance of different level students will be revealed. There are approximately 195 students participating in this study. Sixth classes are divided into three groups. Three groups accept different types of dynamic assessment to examine. After examination three groups accept standard test, the results of exams will be analyzed and compared. So as to observer can realize the rates of passing items and the comprehension of students for decimal multiplication. The results are as follows. a. Both computerized dynamic assessment and computerized remedial instruction system can promote the abilities of students in dealing with the questions of decimal multiplication. b. As to correct ration of decimal multiplication items, there are significant difference between controlled group and experimental group. c. After the interference of dynamic instruction during the exam, there are significantly differenct between controlled group and experimental group in correcting ration of decimal multiplication items. The result shows that the experimental group is apparently superior to the controlled group.

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RONČÁKOVÁ, Soňa. "Badatelsky orientované vyučování v matematice (desítková soustava a velká čísla)." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381143.

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This thesis discusses inquiry-based education in mathematics aimed at the decimal system and large numbers in elementary school environment. Inquiry-based education is a form of education that uses exploration or verification of new findings by the students themselves. The principles and basic characteristics of inquiry-based education are discussed in the theoretical part. The practical section is based on qualitative research. Data collection and analysis of results in 5 experiments in two parallel 5th grade classes are used to determine the characteristics of inquiry-based education and to discover the possible problematic occurrences, which could be encountered with this kind of education. Based on this information, recommendations for practical use are formulated. Results have shown that inquiry-based education in mathematics classes is beneficial to the students. Although greater care in selecting the right exercise and rigorous preparation of the teachers and teaching aids is required, implementation of this education is worth the effort. It represents an untraditional variegation for the students, by which they can calmly educate themselves and consolidate their knowledge.

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Dissertations / Theses on the topic 'Decimal system'

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