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Bliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.
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Tsygvintsev, Alexei. "Intégrabilité, renormalisation et fractions continues." Habilitation à diriger des recherches, Université Claude Bernard - Lyon I, 2006. http://tel.archives-ouvertes.fr/tel-00247408.
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La thèse est consacrée aux divers problèmes de la théorie des systèmes dynamiques. On commence par étudier l'intégrabilité méromorphe du problème des trois corps. Alors, la renormalisation des applications unimodales asymétriques est analysée. Quelques résultats dans la théorie des fractions continues sont exposés y compris la réponse à une conjecture de Ramanujan sur les fractions infini-périodiques.
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Cinti, Eleonora <1982>. "Bistable elliptic equations with fractional diffusion." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3073/.
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This work concerns the study of bounded solutions to elliptic
nonlinear equations with fractional diffusion. More precisely, the aim of this
thesis is to investigate some open questions related to a conjecture of De Giorgi about the one-dimensional symmetry of bounded monotone solutions in all
space, at least up to dimension 8.
This property on 1-D symmetry of monotone solutions for
fractional equations was known in dimension n=2. The question remained open for n>2. In this work we establish new sharp energy estimates and one-dimensional symmetry property in dimension 3 for certain solutions of fractional equations. Moreover we study a particular type of solutions, called saddle-shaped solutions, which are the candidates to be global minimizers not one-dimensional in dimensions bigger or equal than 8. This is an open problem and it is expected to be true from the classical theory of minimal surfaces.
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Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.
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This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
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Hurst, Michelle Ann Roddy. "Exploring Attention to Numerical Features in Proportional Reasoning: The Role of Representations, Context, and Individual Differences." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107599.
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Thesis advisor: Sara CordesHuman infants show relatively sophisticated abilities to track and use proportional information. However, by the age of 6, children tend to make predictable errors in their proportional reasoning and later encounter significant challenges in many aspects of formal fraction learning. Thus, one of the central questions motivating this research is to identify the factors leading to these difficulties, in light of evidence of early intuitions about these concepts. In the current dissertation, I address this question by investigating the tradeoff between attending to proportional magnitude information and discrete numerical information about the components (termed “numerical interference”) across both spatial (i.e., area models, number lines) and symbolic (fractions, decimals) representations of proportion information. These explorations focus on young children (5-7 year olds) who have yet to receive formal fraction instruction, older children (9-12 year olds) who are in the process of learning these concepts, and adults who have already learned formal fractions. In Project 1, I investigated how older children and adults map between symbolic and spatial representations, particularly focusing on their strategies in highlighting componential information versus magnitude information when solving these mapping tasks. In Projects 2 and 3, I explore the malleability of individual differences in this numerical interference in 4- to 7-year-old children. Across the three projects, I suggest that although numerical interference does impact proportional reasoning, this over-attention to number can be reduced through modifying early experiences with proportional information. These findings have implications for education and the way we conceptualize numerical interference more generally
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
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Sottinen, Tommi. "Fractional Brownian motion in finance and queueing." Helsinki : University of Helsinki, 2003. http://ethesis.helsinki.fi/julkaisut/mat/matem/vk/sottinen/.
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Perkins, Allison L. "EXAMINING THE EFFECTS OF A FRACTION INTERVENTION ON SIXTH GRADESTUDENTS RATIONAL NUMBER SENSE." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1495632664241827.
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Järvstråt, Madeleine. "Hur resonerar och kommunicerar elever i matematiksvårigheter vid beräkningar med bråktal? : How Pupils in Math Disabilities Communicate and Reason during Calculations involving Fractional Numbers." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147632.
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The subject of this study is how pupils in math disabilities communicate and reason during calculations involving fractional numbers. The study comprises eight informants, two from eigth grade (a boy and a girl, 13 to 14 years old) and six from ninth grade (three girls and three boys, 14 to 15 years old) who all were considered to have math disabilities. They were all interviewed alone about their reasoning when solving ten tasks involving fractions to see what knowledge and misconceptions the pupils showed. The conclusion of the study is that the pupils posessed procedural abilities, but were weaker in their concepual abilities. Most pupils in the study were uncertain about the meaning of nominator and denominator. Several of the pupils preferred to think in percent rather than fractions but they had problems in converting from percent to fractions and vice versa.
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Santos, Romilson Gomes dos. "The Fedathi Sequence in math education educator: reflections on the geometry of basic education and fractions equivalent with the software GeoGebra." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14609.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoThis study aimed at analyzing the contributions of the teaching methodology Fedathi Sequence (SF) by using the GeoGebra software, applied in Basic Geometry contents and equivalent fractions in the initial pedagogue training in order to provide favorable conditions for the development of education and learning of mathematics, in a systematic and organized manner. The problematic of the research emerged surrounding the mathematical knowledge of the students in the Pedagogy Course of the Faculty of Education FACED / UFC, research locus, before the use of GeoGebra, in the understanding of the content related to the flat geometric figures; specifically, square, triangle, rectangle and parallelogram and the spatial figures as tetrahedron, cube, octahedron, dodecahedron and icosahedron, and the equivalent fractions. The research was theoretically based on the SF methodology. From the application of Teaching Sessions (SD) promoted by SF, we work in our classes the understanding of math concepts, to provide an investigative learning of knowledge. Therefore, the research problem consisted of the question: How to work the Basic Geometry content and equivalent fractions in mathematics education of pedagogy students, using the GeoGebra from SD? In this sense we opted for the qualitative and quantitative research, using descriptive and exploratory approach, setting up a case study. The investigated subjects were students of the Pedagogy Program. From the observations made in the classroom and the actions of the students during the investigative process, it was possible to identify the categories of research analysis, characterized as: SD and math content on Basic Geometry and equivalent fractions. As data collection technique, we used direct observation, with photos and audio produced during the classes; portfolios and discussion forum in which the activities were recorded in TelEduc virtual environment. The data were submitted to content analysis, considering three stages: pre-analysis, the analytical description of the data and the processing of results, including the inference and interpretation. The results contributed to better understanding of mathematical content in the initial formation of the pedagogue. Therefore, the SF teaching methodology was very important for the use of GeoGebra software as a teaching resource to aid in the formation of mathematics educator, in the assimilation of Geometry Basic content and equivalent fractions.
A presente pesquisa objetivou analisar as contribuiÃÃes da metodologia de ensino SequÃncia Fedathi (SF) com o uso do software GeoGebra, aplicado nos conteÃdos de Geometria BÃsica e fraÃÃes equivalentes, na formaÃÃo inicial do pedagogo, visando proporcionar condiÃÃes favorÃveis ao desenvolvimento do ensino e da aprendizagem da MatemÃtica, de forma sistematizada e organizada. A problemÃtica da pesquisa emergiu no entorno do conhecimento matemÃtico dos alunos do Curso de Pedagogia da Faculdade de EducaÃÃo FACED/UFC, locus da pesquisa, diante do uso do GeoGebra, na compreensÃo dos conteÃdos relacionados Ãs figuras geomÃtricas planas; especificamente, no quadrado, triÃngulo, retÃngulo e paralelogramo e nas figuras espaciais, como tetraedro, cubo, octaedro, dodecaedro e icosaedro, e nas fraÃÃes equivalentes. A pesquisa teve como fundamentaÃÃo teÃrica a metodologia SF. A partir da aplicaÃÃo de SessÃes DidÃticas (SD) promovidas pela SF, trabalhamos, durante as aulas, a compreensÃo dos conteÃdos matemÃticos, para propiciar uma aprendizagem investigativa do conhecimento. Desse modo, o problema da pesquisa consistiu na seguinte questÃo: Como trabalhar os conteÃdos de Geometria BÃsica e fraÃÃes equivalentes na formaÃÃo matemÃtica dos alunos da pedagogia, com o uso do GeoGebra, a partir de SD? Neste sentido optou-se pela pesquisa de natureza quali-quantitativa, utilizando a abordagem descritiva e exploratÃria, configurando-se num estudo de caso, tendo como sujeitos investigados os alunos do Curso de Pedagogia. A partir das observaÃÃes feitas em sala de aula e das aÃÃes realizadas dos alunos, durante o processo investigativo, foi possÃvel identificarmos as categorias de anÃlises da pesquisa, caracterizadas como: SD e os conteÃdos de matemÃtica sobre Geometria BÃsica e fraÃÃes equivalentes. Como tÃcnica de coleta de dados, utilizamos observaÃÃo direta, com fotos e Ãudios produzidos durante as aulas; portfÃlios e fÃrum de discussÃo, em que foram registradas as atividades no ambiente virtual TelEduc. Os dados foram submetidos à anÃlise de conteÃdo, considerando trÃs momentos: a prÃ-anÃlise, a descriÃÃo analÃtica dos dados e o tratamento dos resultados, abrangendo a inferÃncia e a interpretaÃÃo. Os resultados obtidos contribuÃram para melhor compreensÃo dos conteÃdos matemÃticos, na formaÃÃo inicial do pedagogo. Dessa forma, a metodologia de ensino SF foi de fundamental importÃncia para o uso do software GeoGebra, como recurso didÃtico, para auxiliar na formaÃÃo matemÃtica do pedagogo, na assimilaÃÃo dos conteÃdos de Geometria BÃsica e fraÃÃes equivalentes.
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SILVA, Adegundes Maciel da. "Investigando a concepção de frações de alunos nas séries finais do ensino fundamental e do ensino médio." Universidade Federal Rural de Pernambuco, 2006. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5784.
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The study of fractions has becoming theme of discussions by many of mathematics´ educators. Results from the Educational Assessment System of Pernambuco (SAEPE) show bad scenarios in this mathematics topic, regarding elementary and secondary schools levels. The study of fractions begins only at the third grade, despite some literatures defend that this practice should start be much earlier – from the first scholar year. Considering this situation, we may perceive the complexity that exists and the time student need to learn fraction. In order to identify the conception of fractions in students in the final grades of Elementary and Secondary Schools, 630 students from one public municipal school and one public state school have been diagnosed. The instrument comprised of 10 questions, specifically tabulated and graphically analyzed, involving fractions such as: part-whole, quotient and operator, the influence of pictures in the questions, continuous and discrete amounts and also the equivalence of the fractions. The results reveal that the best performance was obtained by students of the central grades (sixth and seventh grades of Elementary School) and from the students second year of the Secondary School up. Several conceptions were found, such as: between two fractions, the greater their corresponding terms, the greater will be the fraction; the greater the denominator, the smallest the fraction, regardless of circumstance; the equivalence of fractions is strictly associated to the equality of their corresponding terms; to determine the corresponding fraction in a picture of colored parts, it does not matter if the divided parts are alike; the conception of half in colored pictures is conditioned to the contiguity of these parts and not the import of the equity between colored parts and non-colored parts; and could express how much the influence of natural numbers create barriers in the learning of fractions; the good performance in the equivalence of fractions happens only from the seventh grade and increases with school years; the presence of pictures in the questions such as contiguous quantities had great advantages in their performance in most items of the instrument.
O estudo das frações tem se tornado, ao longo dos anos, tema de discussões por grande parte dos educadores matemáticos. Resultados publicados pelo Sistema de Avaliação Educacional de Pernambuco (SAEPE) se mostram pouco animadores em relação ao ensino deste tópico, seja no Ensino Fundamental ou no Ensino Médio. O ensino das frações só inicia na 3ª série e algumas literaturas já defendem que esta prática seja bem antes – a partir do 1º ano escolar. Diante deste quadro, podemos perceber a complexidade que existe e o tempo necessário para que o aluno apreenda os conceitos de fração. Com o objetivo de identificar a concepção de frações e de equivalência de frações de alunos nas séries finais do Ensino Fundamental e do Ensino Médio, foi realizado um teste diagnóstico com 630 alunos de escolas, uma da Rede Municipal do Recife e outra da Rede Estadual de Pernambuco. Este instrumento foi composto de dez questões, que foram tabuladas e graficamente analisadas, envolvendo frações como: parte-todo, quociente e operador, a influência de figuras nas questões, quantidades discretas e contínuas, além de equivalência das frações. Os resultados revelam que os melhores desempenhos estiveram nas séries centrais (6ª e 7ª séries) e a partir do 2º ano do Ensino Médio. Várias concepções foram encontradas, como, por exemplo: entre duas frações, quanto maiores os seus termos correspondentes, maior será a fração; quanto maior o denominador, menor será a fração, em qualquer circunstância; a equivalência de frações está estritamente associada à igualdade entre seus termos correspondentes; para determinar a fração correspondente numa figura de partes pintadas, não importa se as partes que foram divididas sejam iguais; a concepção de metade em figuras pintadas está condicionada à contigüidade dessas partes e a não importância da eqüidade entre as partes pintadas e não-pintadas; e puderam expressar o quanto a influência dos números naturais cria barreiras na aprendizagem das frações; o bom desempenho nas equivalências das frações só acontece a partir da 7ª série e de forma crescente com a escolaridade; a presença de figuras nas questões como de quantidades contínuas promoveu aumento de rendimento na maioria dos itens do instrumento.
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Dingus, Meggan Holli. "Comparing the Effect of Pedagogical Approaches to Teaching Multiplication and Divison of Fractions." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1620311488979758.
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Simsek, Orhan. "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6390.
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The aim of this study was to investigate the effectiveness of a game-based app (Motion Math: Fraction) to help students with Mathematics Learning Disabilities (MLD) to gain fraction skills including comparison, estimation, and word problem solving in an after school program. The researcher used multiple baseline design by extending with follow-up phase to determine whether students retained the knowledge they learned while engaging with the app. Even though six students participated to the study, the researcher withdrew two of them and analyzed data came from four students. The result o the study showed that all of the students improved their fractions skills after engaging with Motion Math: Fraction and maintained the knowledge after no longer playing. The researcher presented recommendations for further studies, for implementation into classroom, and recommend for app developers to increase app efficiency for students who have different learning profiles, and needs variety learning materials while learning the content matters.
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Boussicault, Adrien. "Action du groupe symétrique sur certaines fractions rationnelles ; suivi de Puissances paires du Vandermonde." Phd thesis, Université Paris-Est, 2009. http://tel.archives-ouvertes.fr/tel-00502471.
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L'objet de cette thèse concerne les propriétés du groupe symétrique à travers deux problèmes. Le premier consiste à étudier l'action du groupe symétrique sur la fraction (...). En appliquant certaines opérations sur les graphes et les cartes, nous donnons des algorithmes et des formules combinatoires pour déterminer complètement la fraction réduite suivante : (...). L'auteur C. Greene a introduit cette fraction rationnelle pour généraliser des identités liées a la règle de Murnaghan-Nakayama. Nous utilisons (...) pour établir un nouvel algorithme de décomposition en éléments simples à l'aide des graphes. Dans la seconde partie, nous cherchons a développer les puissances paires du Vandermonde au moyen de fonctions symétriques. En particulier, nous proposons une écriture hyperdéterminantale des coefficients du développement des puissances paires du Vandermonde dans la base des fonctions de Schur. Nous obtenons plusieurs identités reliant les puissances paires du Vandermonde et les polynômes de Jack. Puis nous introduisons une q-déformation des puissances paires du Vandermonde que nous exprimons grâce aux polynômes de Macdonald
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Cazanave, Christophe. "Théorie homotopique des schémas d'Atiyah et Hitchin." Phd thesis, Université Paris-Nord - Paris XIII, 2009. http://tel.archives-ouvertes.fr/tel-00463680.
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Ce travail introduit la notion de schéma d'Atiyah et Hitchin. Une variété algébrique raisonnable Y étant fixée, il s'agit d'une famille de nouveaux schémas, indexée par un entier positif m et notée $R_m(Y)$. Nous étudions les propriétés homotopiques de ces « espaces » au sens de Morel et Voevodsky. Les schémas $F_m$ des fractions rationnelles pointées de degré m constituent un exemple fondateur et fondamental. Du point de vue topologique, les travaux de G. Segal et F. Cohen et al. montrent que l'espace $F_m(C)$ approxime l'espace de lacets $Ω^2 S^3$. Nous formulons une série précise de conjectures visant à généraliser ces résultats dans un cadre algébrique. Le schéma $R_m(Y)$ approximerait l'espace de lacets motivique $Ω^{P¹} Σ^{P¹} Y$. Nous obtenons plusieurs résultats dans cette direction. En particulier : 1) Nous déterminons l'ensemble des composantes connexes algébriques naïves du schéma de fractions rationnelles $F_m$, au-dessus d'un corps de base. Le calcul est simple et élémentaire. On retrouve, à une complétion près, le groupe des classes d'homotopie d'endomorphismes pointés de la droite projective $P¹$, tel que calculé par Morel. 2) Nous construisons un morphisme algébrique reliant $R_mY$ à $Ω^{P¹} Σ^{P¹} Y$. 3) Lorsque Y est une variété algébrique complexe, nous explicitons le type d'homotopie de l'espace topologique $R_m(Y)(C)$ comme un foncteur en $Y(C)$. De plus, nous montrons que l'espace $R_m(Y)(C)$ admet un scindement stable dont les facteurs sont ceux du scindement de Snaith de l'espace $Ω² Σ² Y (C)$.
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Hanna, Hanen. "Plans d'expérience pour mélanges à deux niveaux et facteurs externes." Phd thesis, Université de Pau et des Pays de l'Adour, 2010. http://tel.archives-ouvertes.fr/tel-00564885.
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Les plans d'expérience pour mélanges traitent des cas où les propriétés du mélange sont dépendantes uniquement des proportions de ses composants. Dans un systèmes de mélanges à deux niveaux chaque composant principal (CP) est lui-même un sous-mélange de composants secondaires (CS). Ces systèmes sont classés en: mélanges de type A: les proportions des CP sont fixées et celles des CS sont variables, mélanges de type B: les proportions des CP et des CS sont toutes variables. Afin d'analyser les deux types de mélanges on propose des modèles additifs. Ce type de modèles est bien adapté pour l'expérimentation avec de nombreux composants car le nombre de paramètres est très inférieur au nombre de paramètres des modèles multiplicatifs proposés dans la littérature. On construit des plans vérifiant deux hypothèses, l'une d'orthogonalité à l'intérieur de chaque groupe de CS et l'autre d'équilibre entre sous-mélanges de CS par couple de CP. Pour la classe des plans orthogonaux-équilibré (OE) on déduit l'optimalité uniforme des plans composés de sous-mélanges purs. L'identification entre les plans orthogonaux factoriels et les corps purs permet d'obtenir des plans de taille restreinte pour certaines configurations de mélanges. L'identification entre les sous-mélanges purs et les expériences axiales est aussi établie, ceci donne une méthode pour la construction de plans OE où les proportions des CS et celles des CP sont non nulles. La modélisation conjointe de mélanges et facteurs externes est aussi considérée en utilisant des polynômes d'ordre un et des fractions orthogonales construites à partir d'un plan factoriel composé du rassemblement de CS, CP et facteur externe.
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Maione, Alberto. "Variational convergences for functionals and differential operators depending on vector fields." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/283145.
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In this Ph.D. thesis we discuss results concerning variational convergences for functionals and differential operators on Lipschitz continuous vector fields. The convergences taken into account are gamma-convergence (for functionals) and H-convergence (for differential operators).
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Bourreau, Emmanuel. "Polynômes orthogonaux simultanés et systèmes dynamiques infinis." Phd thesis, Université des Sciences et Technologie de Lille - Lille I, 2002. http://tel.archives-ouvertes.fr/tel-00005227.
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Je définis tout d'abord les polynômes vectoriels orthogonaux relativement à une matrice r x s de mesures ou de poids et je rappelle les propriétés habituelles : la récurrence à r+s+1 termes, le théorème de Shohat-Favard ou l'égalité de Christoffel-Darboux. Ces polynômes permettent, par l'utilisation d'approximants de Padé, de caractériser l'ensemble résolvant de l'opérateur aux différences associé aux récurrences. Cette caractérisation a déjà été donnée par Duren mais la démonstration utilisée ici est novatrice. Je définis ensuite des fonctions homographiques sur l'ensemble des matrices $r\times s$. J'uniformise ainsi tous les cas connus de fractions continues: scalaire, vectoriel ou matriciel. Elles permettent aussi de démontrer un théorème d'accélération de convergence de fractions continues matricielles, généralisation d'un théorème similaire pour les fractions généralisées donné par de Bruin et Jacobsen. J'utilise alors les polynômes vectoriels pour calculer les coefficients de récurrence d'autres polynômes par l'algorithme de Chebyshev modifié vectoriel, généralisation du cas scalaire pour lequel nous démontrons des critères de stabilité. Finalement, l'algorithme de Chebyshev modifié est utilisé pour étudier l'évolution temporelle du système dynamique semi-infini de Toda-Langmuir. Dans ce système, les particules sont sur le semi-axe réel et elles interagissent suivant une loi exponentielle décroissante. L'approche utilisée pour résoudre le problème est, encore une fois, innovante. En effet, j'étudie seulement les n premières particules et je m'intéresse à l'erreur commise sur l'évolution lorsque l'on tronque le système à N>>n quantités c'est-à-dire que l'on travaille avec un système fini. Je présente l'étude théorique de l'erreur, où je réutilise nos résultats sur la stabilité de l'algorithme de Chebyshev modifié, ainsi que des exemples numériques.
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Adjiage, Robert. "L'expression des nombres rationnels et leur enseignement initial." Phd thesis, Université Louis Pasteur - Strasbourg I, 1999. http://tel.archives-ouvertes.fr/tel-00012146.
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Les nombres rationnels sont aujourd'hui l'objet d'ingénieries qui distinguent en général deux phases d'apprentissage : un temps long pour traiter rhétoriquement une classe de problèmes à des fins de conceptualisation, un temps bref pour assimiler les notations symboliques à des fins de communication et traitements. Des avancées importantes ont déjà été obtenues grâce à une telle démarche. Mais la discrimination des caractéristiques propres à chaque système exprimant les nombres, notamment celles des écritures fractionnaires et décimales, reste difficile. Une autre difficulté importante est de reconnaître dans les objets mathématiques ainsi – symboliquement – exprimés ceux dont on parlait lors de la phase de conceptualisation. Pour surmonter ces difficultés, nous avons proposé une introduction aux rationnels qui privilégie un système d'expression au moyen de droites graduées. L'élaboration de ce support, plongé dans un environnement informatique permettant l'interactivité, a été conduite en respectant certaines contraintes : familiarité pour les élèves ; consistance suffisante pour garantir sa pérennité ; adéquation à la mise en place d'un véritable registre sémiotique, de nature à décourager l'usage de routines aveugles ; adaptabilité aux problèmes liés aux rationnels. S'approprier ce premier registre permet ensuite d'annoncer puis de contrôler les traitements applicables au registre fractionnaire et au registre décimal ; coordonner enfin ces trois registres autorise l'objectivation du concept de nombre rationnel.
L'observation d'une classe d'élèves ayant suivi cet enseignement a permis de confirmer ou d'affiner nos hypothèses. Sept compétences nécessaires à la maîtrise des rationnels ont pu être énoncées et reliées à l'appropriation du registre des droites graduées, dont le coût élevé se trouve ainsi compensé. Le rôle clé de la langue naturelle et de son articulation avec les registres symboliques a été confirmé.
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Lingmin, Liao. "Etudes sur la récurrence de certains systèmes dynamiques topologiques et arithmétiques." Phd thesis, Université de Picardie Jules Verne, 2008. http://tel.archives-ouvertes.fr/tel-00375043.
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Cette thèse est consacrée à l'étude de quelques aspects de la récurrence de trois classes de systèmes dynamiques : systèmes dynamiques $p$-adiques polynomiaux, systèmes topologiques ayant la propriété de spécification et système de Gauss associé aux fractions continues.Dans une première partie, on étudie d'abord les polynômes à coefficients dans $\mathbb{Z}_p$ d'ordre supérieur à $2$, comme des systèmes dynamiques sur $\mathbb{Z}_p$. Nous prouvons que pour un tel système, $\mathbb{Z}_p$ est composé des composants minimaux et de leurs bassins d'attraction. Pour tout polynôme quadratique sur $\mathbb{Z}_2$, nous exhibons tous ses composants minimaux. On étudie également les polynômes localement dilatants et transitifs. Nous montrons que la restriction d'un tel polynôme sur son ensemble de Julia est conjugué à un sous-shift de type fini.
Dans une deuxième partie, nous prouvons que pour un système dynamique compact ayant la propriété de spécification, l'entropie topologique de l'ensemble des points génériques d'une mesure invariante est égale à l'entropie de la mesure. En corollaire, nous établissons un principe variationnel pour le spectre d'entropie topologique des moyennes de Birkhoff à valeurs dans un espace de Banach.
La dernière partie est consacrée à l'étude des fractions continues. Nous trouvons en s'appuyant sur la théorie de l'opérateur de Ruelle, les spectres multifractals complets de l'exposant de Khintchine et de l'exposant de Lyapunov, qui ne sont ni concaves ni convexes. Notre résultat sur le spectre de Lyapunov complète celui de Pollicott et Weiss. Nous avons aussi bien étudié les fractions continues extrêmement non-normales et la fréquence des quotients partiels. Notre travail sur la fréquence complète celui de Billingsley et Henningsen.
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Secco, Rosemeire Lima. "Um ambiente interativo de aprendizagem em fração." Universidade Federal de Alagoas, 2007. http://repositorio.ufal.br/handle/riufal/810.
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This work proposes an Interactive Learning Environment oriented to the Fraction domain. It
offers support to both student and teacher. In favour of the student the environment offers software
agents that implements a distributed problem solver yielding respective explanations and an
appraiser of solutions, and an evaluator module to evaluate the solution of the student. The system
also provides the student with adequate feedback concerning his solution. The teachers have support
in the environment construction by means of tools to make the news problems and accept the
problems of the environment. The environment was designed in accordance with the conceptual
model of the MATHEMA and ForBILE, adopting the Problem Based Learning - PBL as a
pedagogical methodology. The system uses some functionalities common of classic STI, having
been implemented using the Java technology. A preliminary experiment of the environment
indicates some pedagogical quality, as well as its acceptance by the students.Fundação de Amparo a Pesquisa do Estado de Alagoas
Neste trabalho é proposto um ambiente interativo de aprendizagem no domínio de fração, oferecendo ferramentas ao estudante e ao professor. Para o estudante, o ambiente fornece agentes de software que implementam de forma distribuída um resolvedor de problemas e um avaliador de soluções, permitindo tanto avaliar a solução proposta pelo estudante, quanto resolver problemas colocados pelo estudante, além de oferecer suporte pedagógico durante o processo de solução de problemas. Já o professor possui suporte na construção de ambientes específicos, tendo a sua disposição ferramentas para definir um espaço de problemas ou aceitar os problemas já contidos no ambiente. O ambiente foi projetado de acordo com o modelo conceitual do MATHEMA e do arcabouço ForBile, adotando a Aprendizagem Baseada em Problemas-PBL como abordagem pedagógica. O sistema faz uso de algumas funcionalidades comuns aos STI s clássicos, tendo sido implementado usando a tecnologia Java. Foi realizado um experimento com o protótipo desenvolvido e os primeiros resultados dão indícios quanto à qualidade pedagógica do ambiente proposto, assim como a sua aceitação pelos estudantes.
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Ben, Atti Nadia. "Calcul rapide sur les matrices structurées : Les matrices de Hankel." Phd thesis, Université de Franche-Comté, 2008. http://tel.archives-ouvertes.fr/tel-00477090.
Full textAbstract:
Cette thèse présente une contribution à l'amélioration de certains résultats concernant les algorithmes en Algèbre linéaire et plus particulièrement les algorithmes sur les matrices structurées. Nous présentons un nouvel algorithme de diagonalisation par blocs des matrices de Hankel, particulièrement efficace. Dans le cas où la matrice de Hankel correspond à une suite récurrente linéaire, nous retrouvons ainsi l'algorithme de Berlekamp-Massey, mais dans une version simplifiée (plus facile à expliquer et à programmer) et accélérée par des troncatures. En outre notre version permet une gestion dynamique des données. Notre diagonalisation par blocs, qui s'applique sur un corps arbitraire, nous permet de donner une démonstration purement algébrique et simple d'un délicat théorème de Frobenius pour la signature d'une forme de Hankel réelle. Nous donnons également une étude approfondie de l'algorithme d'Euclide signé et de ses versions matricielles pour les matrices de Hankel et de Bezout associées à un couple de polynômes. Nous expliquons les rapports existants entre différents algorithmes connus dans la littérature.
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Belhadj, Mohamed. "Vers une modélisation mathématique de la filtration des globules blancs du sang." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2005. http://tel.archives-ouvertes.fr/tel-00011977.
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Cette thèse concerne l'étude de modèles mathématiques et méthodes numériques motivés par la filtration des globules blancs du sang. Dans la première partie, nous définissons des modèles mathématiques qui réprésentent les principaux phénomènes physiques qui entrent en jeu dans le procédé de la filtration.
La deuxième partie est dédiée à l'analyse mathématique de systèmes d'équations aux dérivées partielles modélisant le procédé de la filtration. Tout d'abord, nous considérons un système d'équations semi-linéaires de type hyperbolique-parabolique avec une diffusion anisotrope dégénérée. Nous étudions ce problème avec une théorie $L^{1}$; nous considérons en particulier l'existence et l'unicité de solutions faibles ainsi que d'autres propriétés comme le principe du maximum; puis nous établissons la limite quand la constante de réaction devient grande. Nous montrons que le système converge vers une équation non linéaire parabolique-hyperbolique qui généralise le problème de Stefan. Nous étudions également, par des techniques de l'homogénéisation, la filtration au travers de milieux poreux fibrés. Le réseau des fibres étudié est celui utilisé par M. Briane dans le cadre d'une étude sur la conduction thermique des tissus biologiques. Nous dérivons et justifions l'équation de Darcy ainsi que la forme du tenseur de perméabilité pour un tel milieu fibreux. Les résultats théoriques concernant la perméabilité sont illustrés par quelques simulations numériques. Finalement, nous considérons le cas où le diamètre des fibres tend vers zéro. En appliquant des résultats de G. Allaire à notre cas, nous justifions rigoureusement la forme du terme dominant dans les formules de perméabilité efficace utilisées en ingénierie. Ces résultats sont également confirmés par un calcul numérique direct de la perméabilité, dans lequel la petitesse du diamètre des fibres rend nécessaire le recours à des approximations de précision élevée.
La définition des méthodes numériques efficaces pour approximer la solution des modèles mathématiques est envisagée dans la troisième partie. Précisément, concernant les équations de Darcy, nous avons utilisé la méthode des éléments finis mixtes hybrides. Pour la résolution de l'équation du transport, nous avons implémenté une méthode numérique utilisant des volumes finis pour la discrétisation du terme convection/réaction associé à une approximation mixte hybride pour la discrétisation du terme dispersif.
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Tulon, Andreia da Silva. "Ensino de frações e equivalência de estímulos: um estudo com uso de software educativo." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16462.
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Previous issue date: 2008-11-03Secretaria da Educação do Estado de São Paulo
According to the majority of educator s elementary school students show difficulties in learning complex mathematic concepts, such as fractions. Such results urgently recommend the development of new teaching methodologies able to help students to overcome their difficulties. Behavioral analyst researchers have been making use of the stimulus equivalence paradigm in order to teach a mathematical repertoire. This paradigm allows to account for the emergency of new behaviors from other previously instructed, and that happens when different stimulus classes are made to be equivalents. Based on this paradigm point the present work elaborated and tested a procedure for teaching fractions using the MESTRE (GOYOS, ELIAS & RIBEIRO, 2005) software as a tool. Three stimulus classes were used: dictated proportional fractions (A), pictorial fractions (B) and printed proportional fractions (C), all of them with values lower than 9.Participated of the study two children age 9, in the 3rd grade of two private elementary schools of São Paulo city. The teaching Schedule was applied over two participants with nine years old, students of the third grade in private educational institutes (Sao Paulo South Square). Design involved pre-tests, teaching phase and tests for emerging relations and generalization test. The AB and BC relations were taught; relations BD, CB, AC and CD were only tested for emergency of other relations (subjects should read printed proportional fractions). Generalization was tested submitting students to fractions not previously taught. Part of these had denominators which had not been employed during the training phase. Results indicated that not trained relations BD, CB, AC and CD (where subjects should read printed proportional fractions) emerged showing that stimulus classes A, B and C became equivalents. Besides students proved to be able to read fractions without explicit training, making evident that the educational program was effective and that the equivalence paradigm is a helpful tool the fill the gaps left behind by ongoing educational practices
Os educadores em geral detectam grande dificuldade dos alunos na aprendizagem de conceitos matemáticos complexos, como é o caso das frações; as avaliações diagnósticas são unânimes em apontar uma urgente necessidade de desenvolvimento de novas metodologias de ensino que potencializem a aquisição desse conteúdo por parte dos alunos. Pesquisadores da abordagem comportamental têm ensinado repertórios matemáticos com base no paradigma da equivalência de estímulos. Tal paradigma permite explicar a emergência de comportamentos novos, a partir de outros previamente ensinados; para tanto, classes de estímulos diferentes devem se tornar equivalentes. Com base em tal paradigma, a presente pesquisa teve por objetivos elaborar e testar uma proposta de ensino de frações, utilizando como recurso o software educativo MESTRE (GOYOS, ELIAS & RIBEIRO, 2005). Foram utilizadas três classes de estímulos: frações proporcionais ditadas (A), frações pictoriais (B) e frações proporcionais impressas (C), com valores inferiores a 9. A programação de ensino foi aplicada a dois participantes com a idade de 9 anos, alunos da 3ª série (4º ano de escolarização) de instituições educacionais privadas da zona sul da cidade de São Paulo. Foi proposto delineamento envolvendo Pré-Teste, Ensino, Teste de emergência de relações, Teste de generalização. Foram ensinadas as relações AB e BC, avaliando-se se emergiam, sem ensino prévio, as relações BD, CB, AC e CD (leitura pelo aluno de frações proporcionais impressas). Verificou-se a generalização do desempenho do aluno através de um teste contendo frações não ensinadas, parte delas com denominadores ensinados e outra parte contendo denominadores inéditos. Os resultados indicaram a emergência das relações não ensinadas BD, CB, AC e CD (leitura pelo aluno de frações proporcionais impressas), evidenciando que as classes de estímulos A, B e C tornaram-se equivalentes, além de evidenciar que ocorreu generalização para frações inéditas, indicando que a programação de ensino foi eficiente. Os resultados obtidos demonstram ser o ensino, tendo por base o paradigma da equivalência de estímulos, um possível caminho a ser trilhado no sentido de preencher lacunas deixadas pelas metodologias predominantes nas escolas
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Soares, Paula Fernanda Chaves. "Varia??o de atributos e din?mica de carbono e nitrog?nio em Organossolos em fun??o de uso e manejo agr?cola no Rio de Janeiro." Universidade Federal Rural do Rio de Janeiro, 2011. https://tede.ufrrj.br/jspui/handle/jspui/1226.
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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPQ
The Histosols are characterized by high organic content, distinguishing this class from others in the Brazilian System of Soil Clasification. Because of this characteristic they are more fragile in face of agricultural use and management than mineral soils. The agricultural drainage is the most important practice that changes soil properties and it is the cause of subsidence, which impacts on other attributes. On the other hand, Histosols are an important natural reservoir of carbon in the soil. However, there are few studies on the dynamics of carbon and nitrogen and potential contribution of greenhouse gases as a result of agricultural usage. The study aims to identify changes in edaphic attributes and dynamics of carbon and nitrogen of Histosols in a floodplain environment in State of Rio de Janeiro, according to types of land use and agricultural management. Three areas with different managements were selected. Two areas are located in Macae municipality, under pasture and annual crop rotation, and the third in Santa Cruz, in Rio de Janeiro city, cultivated with cassava (Manihot esculenta). They were evaluated: chemical and physical attributes, including aggregate stability and specific attributes of Histosols; content soil organic matter (SOM), carbon in the fractions - humin (HUM-C), humic acid (HAF-C) and fulvic acid (C-FAF); stocks of C and N; and flux of gases CO2 and N2O from soil to atmosphere. In general, the area cultivated with cassava had the highest values for the exchangeable cations at all depths; in the first sampling the H value varied from 32.1 to 33.2 cmolc kg-1, and Ca from 20.4 to 15.7 cmolc kg-1. In the second sampling K and P (5.16 to 4.36 cmol c kg-1, and 4 mg kg-1, respectively) were highest in the cassava crop area. The levels of (SOM) were highest in the pasture for the two sampling periods, with values ranging from 306.3 to 249.0 g kg-1 (WB method) and 297.8 to 278,5 g kg-1 (oven method) for the first sampling, and from 303.2 to 153.9 g kg-1 (WB) and 322.9 to 176.1 g kg-1 (oven) in the second period, indicating that this usage is less aggressive to the soil. The physical properties of Histosols may be used to indicate degree of subsidence. Thus, the high values of particle density and bulk density (1.9 and 0.8 Mg m-3); the total volume of pores that ranged from 54 to 60% with the lowest values in the two samplings; and minimum residue and mineral material highest than other usages (0.49 to 0.44 cm and 85.1 cm-1 to 80.7%, respectively) in the cassava area point to the high subsidence ot these soil. As for SOM chemical fractionation, the C_HUM indicated that this fraction had highest expression in all areas. In the second sampling the cassava area showed the lowest values of C-HUM (79.05 to 76.27 g kg-1), followed by C_FAH (44.56 to 40.05 g kg-1) and C_FAF (20.37 to 14.36 g kg-1). The stocks of C and N were highest in the pasture area, indicating better preservation of SOM, with values from 72.93 to 117.12 mg kg-1 for C and from 8.35 to 2,67 mg kg-1 for N. The values of CO2-C flux were within the range of variation proposed by the IPCC, where the highest emission value corresponded to 0.09 Mg CO2 ha-1 day-1 in the pasture area. The values of N2O-N flux were lower than the emission rate proposed by the IPCC, with the highest value around 270 g N2O-N m-2 day-1 in the area with beans. In general, the area with pasture management stood up as management that caused the least damage to the Histosols properties, among the land use evaluated.
Os Organossolos caracterizam-se pelo alto teor de material org?nico, que distingue essa classe das demais no Sistema Brasileiro de Classifica??o de Solo. Ainda, por essa caracter?stica s?o solos mais fr?geis diante do uso e manejo agr?cola que solos com dom?nio de minerais. Dentre as pr?ticas que mais alteram as propriedades ed?ficas, a drenagem ? a mais importante e ? respons?vel pelo processo de subsid?ncia com impactos em v?rios atributos. Por outro lado, os Organossolos s?o importante reservat?rio natural de carbono no solo. Ainda assim s?o poucos os estudos sobre a din?mica de carbono e nitrog?nio e o potencial de contribui??o com gases de efeito estufa diante do manejo agr?cola. O estudo visa identificar altera??es nos atributos ed?ficos e na din?mica de carbono e nitrog?nio de Organossolos em ambiente de v?rzea no Estado do Rio de Janeiro, em fun??o de tipos de uso e manejo agr?cola. Foram selecionadas tr?s ?reas com manejos distintos. Duas ?reas localizam-se em Maca?, com pastagem e rota??o de culturas anuais, e a terceira em Santa Cruz, no Rio de Janeiro, com mandioca (Manihot esculenta). Foram avaliados: atributos qu?micos e f?sicos, incluindo estabilidade de agregados e atributos espec?ficos de Organossolos; teores de mat?ria org?nica do solo (MOS) e o teor de C nas fra??es humina (C-HUM), ?cido h?mico (C-FAH) e ?cido f?lvico (C-FAF); estoques de C e N; e fluxos dos gases CO2 e N2O do solo para a atmosfera. Em geral, a ?rea com mandioca apresentou os maiores valores para o complexo sortivo em todas as profundidades; na primeira coleta o H variou de 32,1 a 33,2 cmolc kg-1, e o Ca entre 20,4 e 15,7 cmolc kg-1. Na segunda coleta destacam-se os valores de K e P (5,16 e 4,36 cmolc kg-1 e 4 mg kg-1, respectivamente) tamb?m maiores na ?rea com mandioca. A MOS mostrou maior teor na ?rea de pastagem para as duas coletas, com valores variando entre 306,3 a 249,0 g kg-1 (m?todo WB) e 297,8 a 278,5 g kg-1 (m?todo da mufla) na primeira coleta, e para a segunda coleta de 303,2 a 153,9 g kg-1 (WB) e 322,9 a 176,1 g kg-1 (mufla), o que indica que esse manejo ? menos agressivo ao solo. As propriedades f?sicas dos Organossolos podem indicar o seu grau de subsid?ncia. Assim, os valores altos de densidade da part?cula e densidade do solo (em torno de 1,9 e 0,8 Mg m-3) mais o volume total de poros, que variou de 54 a 60% sendo os menores nas duas coletas, e o res?duo m?nimo e material mineral com valores maiores (0,49 a 0,44 cm cm-1 e 85,1 a 80,7%, respectivamente) indicam para a ?rea de mandioca maior grau de subsid?ncia. No fracionamento qu?mico da MOS o C_HUM indicou que essa fra??o teve maior express?o em todos as ?reas. Na segunda coleta a ?rea de mandioca apresentou os menores valores de CHUM (79,05 a 76,27 g kg-1) seguidos de C_FAH (44,56 a 40,05 g kg-1) e C_FAF (20,37 a 14,36 g kg-1). Os estoques de carbono e nitrog?nio foram mais altos no solo sob pastagem, indicando melhor conserva??o da MOS, com valores entre 117,12 e 72,93 Mg kg-1 para C e 8,35 e 2,67 Mg kg-1 para N. Os valores de fluxo de C-CO2 estiveram dentro da faixa de varia??o proposta pelo IPCC, em que o maior valor de emiss?o correspondeu a 0,09 Mg CO2 ha-1 dia-1 na ?rea de pastagem. Os valores de N-N2O foram menores que a taxa de emiss?o proposta pelo IPCC, com o valor mais elevado em torno de 270 ?g N-N2O m-2 dia-1 e na ?rea com feij?o. Em geral, a pastagem se destacou como o manejo que causou menor altera??o nas propriedades dos Organossolos, dentre as formas de uso da terra avaliadas.
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Fino, Ahmad. "Contributions aux problèmes d'évolution." Phd thesis, Université de La Rochelle, 2010. http://tel.archives-ouvertes.fr/tel-00437141.
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Dans cette thèse, nous nous intéressons à l'étude de trois équations aux dérivées partielles et d'évolution non-locales en espace et en temps. Les solutions de ces trois solutions peuvent exploser en temps fini. Dans une première partie de cette thèse, nous considérons l'équation de la chaleur nonlinéaire avec une puissance fractionnaire du laplacien, et obtenons notamment que, dans le cas d'exposant sur-critique, le comportement asymptotique de la solution lorsque $t\rightarrow+\infty$ est déterminé par le terme de diffusion anormale. D'autre part, dans le cas d'exposant sous-critique, l'effet du terme non-linéaire domine. Dans une deuxième partie, nous étudions une équation parabolique avec le laplacien fractionnaire et un terme non-linéaire et non-local en temps. On montre que la solution est globale dans le cas sur-critique pour toute donnée initiale ayant une mesure assez petite, tandis que dans le cas sous-critique, on montre que la solution explose en temps fini $T_{\max}>0$ pour toute condition initiale positive et non-triviale. Dans ce dernier cas, on cherche le comportement de la norme $L^1$ de la solution en précisant le taux d'explosion lorsque $t$ s'approche du temps d'explosion $T_{\max}.$ Nous cherchons encore les conditions nécessaires à l'existence locale et globale de la solution. Une toisième partie est consacré à une généralisation de la deuxième partie au cas de systèmes $2\times 2$ avec le laplacien ordinaire. On étudie l'existence locale de la solution ainsi qu'un résultat sur l'explosion de la solution avec les mêmes propriétés étudiées dans le troisième chapitre. Dans la dernière partie, nous étudions une équation hyperbolique dans $\mathbb{R}^N,$ pour tout $N\geq2,$ avec un terme non-linéaire non-local en temps. Nous obtenons un résultat d'existence locale de la solution sous des conditions restrictives sur les données initiales, la dimension de l'espace et les exposants du terme non-linéaire. De plus on obtient, sous certaines conditions sur les exposants, que la solution explose en temps fini, pour toute condition initiale ayant de moyenne strictement positive.
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Coeurjolly, Jean-François. "Inférence statistique pour les mouvements browniens fractionnaires et multifractionnaires." Phd thesis, Université Joseph Fourier (Grenoble), 2000. http://tel.archives-ouvertes.fr/tel-00006736.
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Dans cette thèse, nous étudions divers problèmes statistiques liés à deux modèles paramétriques stochastiques que sont le mouvement brownien fractionnaire (mbf) et le mouvement brownien multifractionnaire (mbm). Le mbf a été introduit en statistique à partir de 1968 pour modéliser des phénomènes autosimilaires (i.e. invariants par changements d'échelle) et des séries chronologiques exhibant une structure de dépendance uniforme qui décroî t de manière hyperbolique avec le temps. Le mbm, apparu beaucoup plus récemment, constitue une extension du mbf au sens où la structure de dépendance peut évoluer au cours du temps : l'autosimilarité n'est alors vérifiée qu'asymptotiquement localement. L'objectif initial de ce travail de recherche a été l'identification de ce dernier modèle. Néanmoins, ce travail a nécessité des connaissances théoriques constituées par un traitement approfondi et pertinent du mbf, tant sur la compréhension des résultats obtenus jusqu'alors que sur leurs extensions.
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Clausel, Marianne. "Quelques notions d'irrégularité uniforme et ponctuelle : le point de vue ondelettes." Phd thesis, Université Paris-Est, 2008. http://tel.archives-ouvertes.fr/tel-00462162.
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Le but de cette thèse est de définir puis d'étudier différentes notions d'irrégularité uniforme ou ponctuelle permettant de traduire le fait qu'une fonction peut avoir des 'grands accroissements' à toutes les échelles. Pour cela on 'inverse' les notions de régularité Höldérienne usuelles. L'objectif principal du travail est ensuite de relier ces différentes notions à la théorie des ondelettes. Les critères ondelettes établis vont ainsi permettre de définir des fonctions ou des champs aléatoires dont le comportement est différent suivant la gamme d'échelles considérée. Par ailleurs, si on se place du point de vue ponctuel, une question naturelle est celle de la définition d'une analyse multifractale -dite faible- liée à la notion d'irrégularité ponctuelle. Les ondelettes vont alors permettre de définir des séries d'ondelettes multifractales pour l'irrégularité ponctuelle. Enfin, nous étudions des exemples de champs aléatoires où des propriétés de régularité directionelle apparaissent. Nous nous sommes ainsi centré sur l'étude d'un modèle de champ aléatoire gaussien particulier vérifiant une relation d'autosimilarité matricielle. Nous avons ensuite généralisé ce modèle et introduit des champs gaussiens autosimilaires par rapport à un groupe
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Huang, Hsin-Yuan, and 黃信源. "A Study of Designing in Fraction unit’s Instructional Material in Elementary Math." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/46047391341953917311.
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碩士淡江大學
教育科技學系碩士在職專班
94
This study aims to use Interpretive Structure Modeling to design the fractional concepts teaching materials of elementary school mathematics, hence, by means of S-P analysis, understanding the fractional concepts development of elementary school students. Based on the elementary school fractional concepts, ISM is utilized to draw a directional stratified learning map, thus, materializing learning elements into image. The designing process is composed of analysis of fractional concepts learning elements, formation of structural teaching materials, teaching assessment, and analysis of learning process. The researcher finds out that by using ISM to design the fractional concepts teaching materials, thread of thought of the conceptual map can be materialized, teaching effectiveness supported, and time of preparing lessons shortened. Materialization of ISM structural teaching materials into image helps teachers get a more specific grip of students’ learning sequences and helps students learn. In the wake of practical teaching, application of the S-P analysis serves to help teachers easily locate the reasons of conceptual disturbance of the students. There are several conclusions drawn upon as a result of this study. For starter, utilizing Interpretive Structural Modeling to construct the stratified learning map of elementary school fractional concepts and compile conceptual learning map help teachers to better understand the interrelations of concepts and the teaching sequences. Secondly, compiling the teaching materials in accordance with the said stratified learning map of fractional concepts helps materialize the learning elements existing in teachers’ minds. Thirdly, the stratified ISM structural teaching materials help students to learn fractional concepts. Further, the application of S-P analysis flanked by scientific methods helps better understand students’ learning process of fractional concepts. Last but not least, as a result of the S-P analysis, students can be provided with more concrete learning proposals so that they could receive much more individualized and character-appropriate instructions from their teachers.
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Wang, Tsu-yen, and 王慈燕. "A Study on Application of PPt Briefing into Grade 3 Fractions Math Teachings." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44118690238202875727.
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碩士國立屏東教育大學
數理教育研究所
100
This study aimed to explore the PPt presentation teaching application to the implementation of the case and its outcome in the third grade scores of remedial instruction. The third grade scores, including scores of addition、subtraction and equivalent fractions. Research tools for third-year papers designed by the researcher. The subjects were five children up from in one class just 29 fourth-grade students receive 27% of the pre-test score results . Designed in this study the application of fraction addition and subtraction, "experience equivalent fractions as well as the contents of multiple objects Score three remedial teaching activities and presentations by the researchers to undertake teaching and at the beginning of the semester for a period two weeks and 240 minutes of remedial teaching. Data collection including teaching video information, feelings questionnaire before and after the test volume, student presentations, a single lesson, after-school single, student interviews, as well as teaching reflection. The results are as follows: （一） PPt presentation teaching application implementation situation in the third grade scores of remedial instruction. 1. By the presentation of pictorial representations to help students understand the situation of fractional addition and subtraction word problems, it will list the correct operator ceremony and lead to different problem-solving record. 2. Pictorial representations of the line graph to help students understand the formula fill in the blanks situation, according to the meaning of the questions listed in the formula to fill Charge question. 3. Presentation interactive features to allow students hands-on operation to draw it on the screen, enable students to grasp the part/whole relationship to find the equivalent fractions of the unit fraction. 4. To help students focus through the fill line decile specific material image to be equally "can help students link a single bit fraction and the specific objects decile number, do the box, pieces of conversion. （二） PPt presentation teaching used in the third grade scores the effectiveness of the implementation of remedial instruction. 1. Students after remedial instruction measured after the subtraction of the third grade scores average correct response rate of approximately 94.5% (pre-test 61.8%), while in third grade equivalent scores measured the average correct rate is about 77.8% (pre-test 33.3 %). School children after remedial instruction in the learning of the third grade scores significant progress. 2. Remedial instruction in PPt presentation, easy to help students learn mathematics so that students prefer math class. Therefore, the PPt presentation shows in this study designed by the situation and the effectiveness of the implementation of the above remedial instruction, remedial teaching activities can enhance the learning outcomes of students in third grade scores. Finally, this study as a reference to only make a few suggestions on the teaching and future research.
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Wu, Yuan-Lee, and 伍原利. "A Study of Incorporating Briefing Teaching into Grade 5 Equivalent Fractions Math Teachings." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13527842197276323776.
Full textAbstract:
碩士國立屏東教育大學
數理教育研究所
98
The purpose of this study is to investigate the practices and efficacy of incorporating briefing teaching into Grade 5 equivalent fractions math teachings. The researchers themselves design the four briefing teaching activities of “recognition of equivalent fractions,” “extension of a fraction,” “reduction of a fraction,” and “application of extending a fraction and reducing a fraction,” and combine them with regular fraction teaching-learning programs. This study adopts quality research method, choosing a class of 35 Grade 5 students. The researchers act as the instructors. Means of data collection are tape recorded documentation, test sheets of equivalent fractions, questionnaires of students’ reaction towards briefing teaching, after-class learning sheets, students interview information, documents, and teaching and learning introspection. The research findings are as follows: 1. the practices of incorporating briefing teaching into equivalent fractions teaching-learning activities 1) Unequally divided pictures presented through briefings are favorable for students to learn equivalent fractions. 2) Motion picture complimentary lines and removed bisectors presented in briefings are good for students to realize the meanings and ways of doing reduction and extension of a fraction. 3) Fractions with different denominators presented in briefings, in compliment with divided motion pictures, are beneficial for students to search for common measurement units. 2. the efficacy of incorporating briefing teaching into equivalent fractions teaching-learning activities 1) the efficacy of students learning equivalent fractions a. Briefing teaching can promote students’ understanding of unit fractions, proper fractions, and notion of equivalence of rational numbers. b. Briefing teaching can help students adopt a multiple problem-solving strategy toward fraction issue. 2) students’ reaction towards briefing teaching a. Being appealing and easy to understand can maintain students’ learning interest. b. Promoting students’ learning efficacy and restoring their self-confidence make them enjoy attending math classes. 3) teaching and learning introspection a. In the process of designing briefings, the researchers learn to take into consideration that background pictures of the briefings may distract students’ attention on briefing contents. b. When designing the briefing pictures of proper fraction ribbons, the researchers find that a band of ribbon should be kept as point of reference, so that unit fractions won’t be confused after they are equally divided. c. When manipulated the math item contents and problem-solving procedures, the researchers can repeat the operations, serving as a make-up teaching for slow students. d. The researchers find that the pictures presented in the briefings and the directions of fraction notion introduction should match to make students understand the teaching. e. The in-line supervisions from the researchers can assist students in their problem-solving and discussion. Keywords: equivalent fractions, briefing teaching, extension of a fraction, reduction of a fraction
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Tsai, Wen-Lung, and 蔡文龍. "A Study of Web-based Elementary Math Computerized Adaptive Testing System – Case of Fraction Unit at Third Grade." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/09026415029835040460.
Full textAbstract:
碩士嶺東科技大學
數位媒體設計研究所
96
Fraction and fractional calculation is very important concept knowledge in Math. This concept knowledge consists of addition, subtraction, multiplication, division, prime numbers, algebra, decimals in mathematics. Many academic scholars lay claims that fraction and fractional calculation is comparatively important in establishment of math concept knowledge. The lacking of clarity of the fractional concept will result as to disadvantages of advanced math learning in middle schools. The elementary math testing software and platforms of educational resources in the market, including fractional calculation, are designed to test the abilities of fractional calculation. The test results are usually showed to the learners or their parents only the test scores but without any analyses or indications of the ability or knowledge achievements in math learning. Based on the computerized adaptive testing system and for the reason of providing accurate analyses and indications, this study intends to create an analyzing system of math achievements and ability. Through easy-to-difficult levels, this system selects sequential testing materials according to every test result from the same examinee. Hopefully, it will accommodate the differences between examinees. First, the author has established the web-based elementary math computerized adaptive testing system. Secondly, by using the questionnaires, the author has collected sample data of responses to the system from six system building experts, two senior elementary teachers, and 70 third graders. In summary, this study has accomplished (1) web-based elementary math computerized adaptive testing system; (2) the learners can access to this adaptive test system by online web to test their ability and concept knowledge in fractional calculation, at any time, any place; (3) after testing, the system will provide an analyses for the third graders the learning achievement and ability indication in fractional calculation in math learning goals and objectives. In addition, the discoveries of this study are listed as below: (1) web-based elementary math testing system of computerized adaptive testing system can offer a variety of testing questions and enhance the learner’s learning motivations; (2) with a well provided test bank, the precision of the result is promoted; (3) the convenience of the web-based elementary math testing system of computerized adaptive testing system is positively applauded. The author believes that these discoveries will support a further and important study in related fields in the near future.
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陳啟能. "Research on the effect of on-line Math multimedia Instruction---take Fraction unit of fourth Grade as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/14853193602091985184.
Full textAbstract:
碩士國立彰化師範大學
資訊管理學系所
96
The purpose of this study is to investigate the effectiveness of applying on-line multimedia instruction to students of primary school. The study adopts the quasi-experimental design. Sixty-six subjects, which are students from two fourth grade classes in some primary school located in central Taiwan, are randomly divided into experimental and control groups with 33 students per group. Students in the experimental or control groups, each respectively receives two-week on-line multimedia or conventional instruction. Questionnaire, classroom observation, and on-line discussion are used to assess the performance of students in both groups. The statistical analysis results show that (1) students receiving online multimedia instruction (in Fraction unit) do perform significantly better than students receiving conventional instruction in term of the achievement test, (2) the majority of students have positive attitude toward the online multimedia instruction in mathematics.
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Zhang, I.-Song, and 張義松. "The Study of Learning Effectiveness by Integrating E-Learning Platform into Math Class on Fraction for Fifth-grade Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ztk24g.
Full textAbstract:
碩士國立虎尾科技大學
資訊管理研究所在職專班
102
Abstract The purpose of this study is to compare the effectiveness of learning mathematics with E-learning platform (Junyi Academy) and learning mathematics with a traditional method, and also to investigate students’ satisfaction and attitude toward E-learning. In this study, a quasi-experimental design was used. Two classes with 62 fifth-grade students were assigned into experimental and control group. Students in the experimental group learn mathematics with E-learning platform (Junyi Academy) while students in the control group learn mathematics with a traditional teaching method. Besides, students of both groups were subdivided by ability and sex to explore learning effectiveness. Pre-test and post-test were administered before and after the instruction. A questionnaire concerning about learning mathematics with E-learning platform was also distributed to gain the participants’ views about the activities. The data were collected and analyzed by independent sample t test. The results of this study were summarized as follows: 1.There''s no significant difference of learning effectiveness between experimental group and control group. 2.There''s no significant difference of learning effectiveness between the high level students of both experimental group and control group. 3.There''s no significant difference of learning effectiveness between the medium level students of both experimental group and control group. 4.The learning effectiveness of the low-level students in experimental group is superior to the ones of control group and reaches statistical significance. 5.There''s no significant difference of learning effectiveness between the male students of both experimental group and control group. 6.There''s no significant difference of learning effectiveness between the female students of both experimental group and control group. 7.There''s no significant difference of learning effectiveness between the male students and the female students of experimental group. 8.Most students of the experimental group showed optimistic opinions about learning mathematics with E-learning platform. Based on the results of the study, the researcher also provides suggestions regarding instructional assistance and future studies.
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Chi-Te, Wu, and 吳啟得. "Computerized Multiple Choice Items and Performance Assessment for the Fifth Grade Math "Different Denominator Fraction Addition and Subtraction," Unit." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86165924084336449907.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
99
The study of fifth grade to "cross-denominator fraction addition and subtraction" unit for the scope of the study, according to the teaching objectives, sub-skills, the type of error, so as to Bayesian inference network as a tool to establish a set of Bayesian network to computer-based diagnostic tests national minority subjects, the diagnosis of students' error types, provide teaching reference. The results are as follows: First analysis of "cross-denominator fraction addition and subtraction, "the teaching materials, the establishment of the concept of proposition from proposition based on the concept of a computerized diagnostic test, sampling by using Bayesian network as a post-analysis tools, inference and sub-types of errors the students skills. The results are as follows: 1. The self of the fifth grade of elementary school mathematics "different denominator fraction addition and subtraction,"unit test questions, the test of Cronbach's α value of 0.737, with questions of this study showed good reliability. 2. Students of computer-based diagnostic expert identification of the type of error and the correct type of error rates were 95.3333%, 95.3333%, 93%, 89%, construction problems of diagnosis the average correct response rate of 93.1667%. 3 Four models of sub-skills to identify the type of error rate and pattern of the overall average recognition rate were 90%, display mode helps to enhance the recognition rate.
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楊秀鳳. "The influence of the math discussion culture for the third grade in elementary school about the performance of fraction representation." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/03996382844379698325.
Full textAbstract:
碩士國立新竹教育大學
人資處數學教育碩士班
95
The Influence of the Math Discussion Culture for the Third Grade in Elementary School about the Performance of Fraction Representation Abstract Focusing on developing mathematical classroom discourse, this study aims to explore the influence on decimal concept performance of third grade students . One hundred and twenty-nine students are the participants . Four classes out of one of the primary schools in Hsinchu are included. Two classes are experiment group and the others are control group. The study adopts the quasi- experimental research to explore different teaching methods of experiment group and control group, namely mathematics teaching with classroom discourse and general teaching of students in mathematics in terms of differences in performance of fraction representation. The findings reveal as follows： 1. As for the overall test of fraction representation problem : The score of the experiment group is apparently better than that of the control group. In addition,there was no difference between the two groups of the low level’s students. But as for the middle and high level’s students, the score of the experiment group is better than that of the control group which shows significant differences . 2. As for the different representation type of fraction problem : The score of the students on picture representation, there was significant difference between the two groups of the low, middle and high level’s students, and the experimental group performed better than the control group. The score of the students on symbol representation, picture representation transfer to symbol representation, and symbol representation transfer to picture representation, there was significant difference between the two groups of the middle and high level’s students, and the experiment group performed better than the control group. 3. As for the routine and non-routine problems: There was significant difference in the overall test of routine and non-routine problems between two groups, and the score of the experimental group performed better than that of the control group. In addition, the score of the students on routine problems, there was significant difference between the two groups of the middle and high level’s students, and the experimental group performed better than the control group. The score of the students on the non-routine problems, there was significant difference between the two groups of the low, middle and high level’s students, and the experimental group performed better than the control group. At last, the findings may respectively serve as reference for teaching the grade three at elementary school, teaching material design and future researches.
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"Continued fractions: ergodic and approximation properties." Tese, MAXWELL, 2006. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=8731:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
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SHE, SING-CHEN, and 許倖甄. "An Action Research on the Math Remedial Instruction of "Decimal Division" and "Fraction and Decimal of Multiplication And Division" in the Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/17820028089828565821.
Full textAbstract:
碩士國立中正大學
課程研究所
100
The aim of the research is mainly on to assist disadvantaged children by mathematics remedial instruction in the alternative after- school program. Two cycles of the action research were conducted in January 10 2010 to January 27of 2010 and April 12 to May 6 of 2010. The objectives of this research include the following four points: 1.To analysis the encountered teaching scene problems during implementing mathematics remedial instruction course in “after school alternative program”. 2. to search and plan appropriate activities related to "decimal division" and " fractions and decimals of multiplication and division” for the class. 3. to carry out the action plan of reflecting the progress of "decimal division" and " fractions and decimals of multiplication and division” for the class. 4. to evaluate and to reflect from the action plan of "decimal division" and " fractions and decimals of multiplication and division” for the class. To solve the research above, firstly, the principal investigator analyze the misconceptions of "decimal division" and " fractions and decimals of multiplication and division” from the disadvantaged sixth-grader. Secondly , the researcher develops and implements the remedial instructional materials. The findings include the following sections:1.The remedial instruction model could improve the teachers' abilities to face in the alternative after-school program.2. Via collecting the math misconceptions, the author develop and adjust the remedial teaching materials. 3.The remedial instruction should be considered as continuous cycle process in the action research. 4. The remedial instruction is a continuous process including diagnostics, teaching, and diagnostics instead of focusing on scores. The principal investigator 's reflections cover the special needs of disadvantaged children, but mention about the profession of afterschool teachers. The remedial instruction should not be only focused on disciplines. The construction of math concept couldn't be established and effective in a short time, and the most important sections of the remedial instruction are to provide and encourage students continually. The performance and outcome of disadvantaged students are diversified and the afterschool program teachers should pay attentions on their other positive learning outcomes.
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chun, lin mei, and 林美君. "The Development of an Online Diagnostic Test and Remedial Instruction System－Using The Concept of Fraction in Elementary School Math as an example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/55786151938659841167.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士班
95
This research used 7 indicators of mathematical field of grade 4 and 5 in elementary school as an example to study if Bayesian networks combining knowledge structure can effectively diagnose the students’ mistaken types. It also developed a set of on-line diagnostic test based on mathematical indicator of Grade 1-9 Curriculum and remedial instruction system to allow the students to immediately find their test results through on-line diagnostic test and have on-line remedial instruction according to diagnostic report. The research expected to reach the effects of evaluation, diagnosis and remedial instruction. The research findings are below: 1. Bayesian networks reveal good results when diagnosing fraction-related indicators and they can lead to satisfying identification rate; Bayesian networks adding knowledge structure have better identification rate than the model of Bayesian networks. 2. The predicted scores of computerized adaptive diagnostic test are higher than those of complete answers. However, the former reveals certain predication rate which can save not only the tests, but also the test time. The test can also immediately diagnose the students’ mistaken types and sub-skills. 3. After computerize adaptive remedial instruction the students’ performance improves significantly which shows the significant effect of computerize adaptive remedial instruction.
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Chang, Chia Tzung, and 張家榮. "An analysis of math exam questions regarding the addition and subtraction of fractions with a common denominator at the fourth grade level." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/72897326137286323083.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
99
Abstract Constructing basic fraction concepts, such as fraction measurement, unit quantity, and proper fraction has been carelessly ignored, which has resulted in confusion when students learn fraction. The changes of concepts of students after learning can be important messages for the teachers to improve their teaching strategies. Therefore, the study, sampling ninety fourth-graders in Nantou County in fall semester 2010, designed a test sheet of additon and substraction of fraction with the same denominator and further analyzed the written test result by applying “Item Relational Structure (IRS)” analysis. A concept construction diagram was acquired after the analysis to present the concepts students had constructed after the learning. Findings from analyzing the test results were concluded as the following: I. Through the analysis of the test items being passed by students, it was found that students performed better in addition and substraction of fraction in comparison with based concept of fraction. II. Concepts of proper fraction, fraction measurement, and the combination of fraction measurement need to be enhanced. To students,there was no obvious ordinal sequence in learning addition and substraction of fraction with the same denominator. III. To solve addition and substration of fraction problems,it is necessary to be familiar with the transfer among proper fractions,improper fractions and mixed fractions. IV. From the analysis of test sheet of concepts,the mistakes students often made were:(1)Confusion of “TWO PHASES MEASUREMENT”and (2)false identification of unit quantity. Key words:Fraction Measurement,Unit Quantity,Item Relational Structure(IRS) analysis theory.
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Chu-Chang, Liang, and 梁鉅娟. "An Action Study of Implementing an After-School Alternative Program at an Elementary School in New Taipei City-Math Fractions and Decimals Diagnostic Instruction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06197697561405275888.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
99
An Action Study of Implementing an After-School Alternative Program at an Elementary School in New Taipei City -Math Fractions and Decimals Diagnostic Instruction- Abstract This research applies diagnostic instruction to an After-School Alternative Program to identify the misconceptions of some fourth-grade students regarding mathematical fractions and decimals. It reviews the changes in the students’ learning throughout the implementation of the action study program, and concludes with some reflections on professional growth. The subjects were fourth-grade students from Sing-Sing Elementary School, New Taipei City, where the researcher is employed. The results of the pretest on fractions and decimals, diagnostic instruction, and an interview, indicated that the students’ common misconceptions/problems about fractions and decimals included: (1) wrongly thinking of fractions as having the same unit partition in the same context, (2) difficulty identifying the unit when identifying fractions in the part-whole model, (3) incorrect understanding about unit partition when comparing the size of fractions, (4) mistakenly thinking of fractions in terms of the one with a greater denominator having greater value, (5) a weak understanding of fractional equality, (6) neglecting the given units when solving fractional questions, (7) misusing integers to process fractions by treating the numerator and the denominator as two independent values, (8) incorrectly calculating the fractions resulting from different partitions and combinations, (9) innumeracy when comparing the size of fractions, (10) feeling confused about the meaning of tenth decimals and conversion between decimals and fractions, (11) mistaking the content of a tenth or a hundredth for that of the number one, (12) completely ignoring the decimal point, (13) neglecting the units corresponding to decimals, (14) being affected by the place names and values of integers and wrongly applying them to decimals, and (15) misusing the operational concept for integers to calculate decimals by justifying numeral figures in disregard of any decimal points. After the implementation of the diagnostic instruction, the students showed a significant improvement in their understanding of “the meaning of simple fractions,” “the meaning of halving, namely equally dividing,” “the part-whole model when identifying fractional units,” “the meaning of decimals, conversion between decimals and fractions, and the relation between 0.1 and 1,” and “calculation with decimals.” However, some still found it difficult to answer relatively straight-forward questions, such as ones involving “equal division,” “fractional units,” “equivalent fractions” and “applications of decimals.” The researcher found from the process of diagnostic instruction that one of its priorities should be the development of students’ confidence and interests. It is thus believed that teaching students by providing diverse and ample opportunities for practical applications is important. It is also believed that teachers should equip themselves with adequate knowledge in mathematics, so as to properly determine and facilitate in-class discussion. Ideally, it is argued that teachers can use reflective journals to understand their students’ real feelings and learning outcomes. Finally, some recommendations are proposed, consistent with the results, for school administrators, teachers, and future researchers.
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HUANH, SHIH-YI, and 黃詩猗. "A study on using one-on-one dialogue math AutoTutor for learning addition and subtraction of fractions with different denominators in the fifth grade." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nes4hg.
Full textAbstract:
碩士國立臺中教育大學
教育資訊與測驗統計研究所碩士在職專班
106
This study aimed to develop a one-on-one mathematics intelligent tutoring system (ITS) for addition and subtraction of fractions with different denominators based on the one-on-one dialogue design of AutoTutor, and assess its learning effect. In the one-on-one dialogue math AutoTutor system, the computer agent asked several questions which specifically designed for this study, and through a series of natural language interactive dialogues between the student and the computer agent, the student's answer was compared with the expected answer and the misconception to provide appropriate feedback for each student. These feedbacks helped students clarifing the misconception and constructing the correct concept of mathematical knowledge. Participants of the study were fifth graders in Taichung city. All 91 students were divided into the experimental group and the control group. The experimental group used the one-on-one dialogue AutoTutor system for remedial instruction, whereas the control group used traditional classroom learning for remedial instruction. The teaching materials for both groups were the same. The pre-test and post-test were conducted before and after the lessons. The postponed test were condute and after seven weeks. Finally the differences of learning effect and learning interest were analyzed. The results of the study showed that the average scores of post-test and postponement-test were better than the average score of pre-test both. That was to say, there were obvious progressions in the two different remedial instructions. Comparing the difference of two remedial instructions in the post-test, it also showed that for the students with medium and low ability, or the more difficult concept about subtraction of fractions with different denominators, the learning gains in the post-test of one-on-one dialogue math AutoTutor system were all significant superior to those of the traditional classroom teaching. However, postponed-test was no significant difference in terms of learning progress between the traditional teaching. Further analyzing the difference of the two different remedial instructions in learning interest, it can be found that the students of the control group did not achieve significant differences in learning interest before and after teaching, but the experimental group did. In the experimental group, there were all significant progressions regardless of ability levels or gender. In conclusion, the one-on-one dialogue math AutoTutor system could enhance learning interest and had more positive teaching effect. Students could concentrate on learning, and got better learning gains through the one-on-one dialogue math AutoTutor system.
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wen, chang hung, and 張宏文. "The Comparison of the effects of adaptive and non-adaptive diagnostic test and adaptive remedial teaching by Bayesian Network Theory: The multiplication of fraction in elementary school math classes." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/40948558386355028351.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士班
95
This research aims to investigate the effectiveness of different model of inference, with Bayesian Network Theory, in the sub-skills of item structure analysis, using multiplication of fraction as an example. It also compares the effects of adaptive vs. non-adaptive diagnostic tests and adaptive remedial teaching, using students’ item structure as the strategy for the adaptive diagnostic test and computer multimedia animation as the design for the adaptive remedial teaching. Through this system, it is expected that wrong concepts in the process of students’ learning can be diagnosed more effectively, giving students adaptive and individual remedial teaching, and at the same time, achieving the functions of tests, diagnosis and remedial teaching. The results of this research include: 1. With the inference of Bayesian Network Theory, the structure obtained from ordering Theory when the threshold value is 0.045 can achieve the highest differentiability. when the threshold value in Ordering Theory is 0.045 can achieve the highest differentiability. 2. Students’ item structure with Bayesian Network Theory, as the mode of inference, obtains the highest effectiveness in diagnosing students’ error types and sub-skills pass rate. 3. After the implementation of remedial teaching, students’ average grades and the average sub-skills pass rate are increased significantly. The percentage of the average occurrences of error types is also decreased. 4. The adaptive test saves the use the test items, and in comparison with the full answers in Bayesian Network Theory, the likelihood is over 90% Besides saving the test items, the adaptive diagnostic is also consistent with both the degree of accuracy in anticipation and inference in non-adaptive.
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(11211147), Carlos Andres Fontanilla Diaz. "ROADS, DEFORESTATION, AND GHG EMISSIONS: THE ROLE OF FOREST GOVERNANCE AND CARBON TAX POLICY IN PARA AND MATO GROSSO, BRAZIL." Thesis, 2021.
Find full textAbstract:
This research explores the impact of road infrastructure on deforestation, the role of forest governance and a carbon tax/credit mechanism in mitigating the effect on land use change and subsequent GHG emissions, with application to the states of Pará and Mato Grosso in Brazil. Few studies have addressed how policies to protect forested land affect the rate of deforestation associated with road and infrastructure improvement. This research makes three main contributions to the literature of roads and deforestation: 1) the concept of cost of access to the “closest” market in terms of time (expressed in person hours per ten ton load) is introduced to reflect variations in the road network infrastructure; 2) development of empirical evidence of the role of forest governance in diminishing the rate of deforestation linked to roads, using data from Brazil; and 3) and assessment of the efficacy of a carbon tax/credit scheme for mitigating the impact of infrastructure investment on land use and resultant changes in GHG emissions. Access cost ranged between 0.01 and 3084 person hours per load, however 80 percent of the pixels measured less than 784 person hours across the three years analyzed (2003, 2013, and 2018). This measure facilitated a contrast in spatial accessibility due to road infrastructure across pixels within the same year and across years on a same pixel. The use of a fractional logit model allowed the incorporation of proportions of different land uses within a same pixel at the same resolution of other variables not available at the same fine scale. Strong forest governance reduced up to 25% the elasticities on forest lands with respect to access cost; in other words, the impact of roads on deforestation is reduced by one fourth when forest governance is strengthened. These larger impacts occur at the frontier where most of the efforts need to be addressed. Finally, provided a shock in road infrastructure, a carbon tax/credit level of $82/tCO2e permitted to abate an additional amount of GHG emissions estimated in 244 million tons of CO2e released due to changes in carbon stocks and flow emissions from agricultural activities induced from changes in road infrastructure. More importantly, this research provided insights of a proportion of GHG emissions that could be abated at different levels of a carbon tax/credit.
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LIN, CHI-SHENG, and 林棋勝. "A Study of Math Learning Efficiency in Flipped Classroom for the Senior Graders of Elementary School-Teaching of Addition/Subtraction of Fractions with Different Denominators as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/v7kq9j.
Full textAbstract:
碩士大葉大學
工業工程與管理學系
104
In traditional teaching environment, students acquire one-way knowledge given by teachers. Due to lack of mutual interactions, students often end up with weak learning motivations. In addition, teachers have to take care of all students at the same time, so those who are far behind are often neglected consequently. The study, therefore, introduces flip-classroom teaching method and some technology tools to solve the plight of group teaching environment. Hopefully, these methods help to reactivate both teachers/students and students/students interactions and motivate students effectively. The study aims to combine flipped classroom with learning community along with equivalent fraction to introduce the teaching of “Addition/Subtraction of Fractions with Different Denominators,” hoping to increase and to maintain learning effectiveness and boost interest in learning math. First, the study analyzes some theories on flipped classroom and mutual community; secondly, the study incorporate flipped classroom experimental analysis on the fifth graders to teach fractions with different denominators. There are forty-eight students participate in the research: twenty-three students are in experiment group by using flipped classroom to teach fractions with different denominators; twenty-five students are in control group by using traditional teaching method. It’s a research consisting of ten consecutive math classes. The research tools include “Math Learning Achievement Test,”“Math Learning Attitude Scale” and etc. The research adopts quantitative research, and the results are as follows: 1. Flipped classroom is effective in math learning. 2. Flipped classroom boosts students’ interest in learning math. 3. Being participated in flipped classroom, students are satisfied with what they learn and see math in a whole new way.
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HUANG, CHUN-YING, and 黃純瑩. "A Study on Students’s Learning Effectiveness and Attitudes by Applying Math Game to the Fractional Division Units - A Case for the Sixth Grade Students of an Elementary School in Taoyuan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xuwzbs.
Full textAbstract:
碩士中華大學
科技管理學系
107
The purpose of this is applying “mathematical games” to fractional division for sixth-grade elementary students, and explores the learning achievement and attitude in mathematics course. Herein, the quasi-experimental research method is used with pre- and post-test design. The subjects under test are two classes of sixth-grade in Taoyuan city, 27 students are in the experimental group and 26 students are in the control group. Ther testing time periods are two weeks, totally 10 lessons. The math games are integrated for teaching in experimental group. On the other hand, the students of control group are taught by general math methods. After pre-test, the two groups are discussed the differentce of learning achievemnet and attitude in mathematics course. Then, the post-test was carried out four weeks later. This is to understand the effect of concept retention when math games are fusing into teaching. At the same time, we apply questionnaire for mathematics learning to know the change or difference of students learning attitude. Summary in this study： 1. There was no significant difference in immediate learning achievement between the experimental group and the control group. 2. Students who are in “math games teachig” have better concept retention of learning than “general teaching”. 3. There was no signigicant difference in the attitude of mathematics learning between the experimental group and the control group.
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Slobodin, Aaron. "2-limited broadcast domination on grid graphs." Thesis, 2021. http://hdl.handle.net/1828/13190.
Full textAbstract:
Suppose there is a transmitter located at each vertex of a graph G. A k-limited broadcast on G is an assignment of the integers 0,1,...,k to the vertices of G. The integer assigned to the vertex x represents the strength of the broadcast from x, where strength 0 means the transmitter at x is not broadcasting. A broadcast of positive strength s from x is heard by all vertices at distance at most s from x. A k-limited broadcast is called dominating if every vertex assigned 0 is within distance d of a vertex whose transmitter is broadcasting with strength at least d. The k-limited broadcast domination number of G is the minimum possible value of the sum of the strengths of the broadcasts in a k-limited dominating broadcast of G.
We establish upper and lower bounds for the 2-limited broadcast domination number of various grid graphs, in particular the Cartesian products of two paths, a path and a cycle, and two cycles. The upper bounds are derived by explicit broadcast constructions for these graphs. The lower bounds are obtained via linear programming duality by finding lower bounds for the fractional 2-limited multipacking number of these graphs. Finally, we present an algorithm to improve the lower bound for the 2-limited broadcast domination number of special sub-families of grids. We conclude this thesis with suggested open problems in broadcast domination and multipackings.Graduate