Tesis: "Mathematic material"

1

Olsson, Rebecca, Isabell Petersson y Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.

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The purpose of this study is to illustrate how teachers, in a private school in Thailand, organize and plan their mathematic teaching, what material they use and how the teachers challenge the students. In the background, we report briefly about Thailand and the school's history. Then a presentation follows of previous research that has been made within our chosen subject. The theories are linked to our research questions, such as mathematic teaching, mathematic material and gifted students, according to Western literature. You can also find a short summary of the curriculum for mathematics, from the government in Thailand. Trough a qualitative method five interviews with mathematic teachers and observations in their classes have been conducted and this result have been analyzed and discussed. Interview and observation guides were used with the purpose to give the respondents room to develop their reasoning with the help of our follow- up questions. Trough our interviews and observations we have come to a result that shows that the teachers organized their teaching according to a Brain based learning pattern and after the governments curriculum. The mathematic material consisted of mathematic books, laminated sticks, bars, number cards and also of computer programs. The mathematic books were not individualized but played a significant part of the teaching. The plastic material was used to concretize the mathematics. The school had the idea that separating the gifted students from the others in the group was positive for their development. The gifted students were challenged by more difficult mathematics meant for older students and had to work at a higher pace than their peers. The results can not be generalized for all schools in Thailand. When the study is relatively small, it only shows how a part of the mathematics teaching is implemented at the school where the study was conducted.

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2

Andersson, Marie. "Matematiksvårigheter : Hur kan pedagoger arbeta med barn som har matematiksvårigheter?" Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5035.

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My purpose with this examination paper has been to inquire and make a contribution with knowledge about how teachers and remedial teachers work with children who has difficulties in mathematics.

My specified question of issue was: How do teachers work with children who have difficulties in mathematics?

My methods have been to read literature and to accomplish an examination by qualitative interviews with teachers and remedial teachers. My choice of methods has been contributing of me getting a good materiel about how teachers can work with children who has difficulties in mathematics.

The examination paper begins with the schools curriculum ”Lpo94” and definitions of difficulties in mathematics. Further the examination paper withholds charters of knowledge and capacity within mathematics, the learning process and different causes to difficulties in mathematics. Afterwards comes the primary part of the examination paper that withholds the teachers work, the educational contents, materiel and individualisation. Then comes the chapter of methods and the result of the inquire with the interview questions and answers. Afterwards comes an analyse of the inquires result and earlier research. The examination paper is completed with a discussion and a proposal to continued research.

My definitive conclusion is that teachers different work options like with elaborative materiel, solution of problems and words within mathematics, gives a better learning process and development for pupils with difficulties in mathematics. The teacher shall also adjust the educational contents too the pupils qualifications and needs.

Mitt syfte med examensarbetet har varit att undersöka och bidra med kunskap om hur lärare och speciallärare/specialpedagoger arbetar med barn som har matematiksvårigheter.

Min preciserade frågeställning var: Hur arbetar lärare med barn som har matematiksvårigheter?

Mina metoder har varit att läsa litteratur och att genomföra en undersökning som gjordes genom kvalitativa intervjuer med lärare och speciallärare. Mina metodval har bidragit till att jag fått ett bra material om hur lärare kan arbeta med barn som har matematiksvårigheter.

Examensarbetet inleds med skolan läroplan Lpo94 och definitioner av matematiksvårigheter. Vidare innehåller examensarbetet avsnitt om kunskap och förmåga inom matematik, inlärningsprocessen och olika orsaker till matematiksvårigheter. Sedan kommer examensarbetets huvudavsnitt som innehåller lärarens arbete, undervisningens innehåll, material och individualisering. Efter detta kommer metodkapitlet och resultatet av undersökningen med intervjufrågor och svar. Sedan kommer en analys av undersökningens resultat och tidigare forskning. Examensarbetet avslutas med en diskussion och förslag till fortsatt forskning.

Min slutsats är att lärarens olika arbetssätt som t.ex. med laborativa material, problemlösning och begrepp inom matematiken bidrar till en bättre inlärningsprocess och utveckling hos elever som har matematiksvårigheter. Läraren ska även anpassa undervisningens innehåll till elevens förutsättningar och behov.

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3

Leandro, Marcele Cristian Salvan Garcia. "MATERIAL DIDÁTICO DE MATEMÁTICA PARA EaD: Especificidades, Limitações e Necessidades". UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1318.

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Made available in DSpace on 2017-07-21T20:31:54Z (GMT). No. of bitstreams: 1 MarceleLeandro.pdf: 1702311 bytes, checksum: 7690ff333ac782b043b8e30c8c077996 (MD5) Previous issue date: 2011-05-27
This research is the object of study of mathematics textbooks used for Distance Education (DE). This research was built having as theoretical studies on distance education and the teaching materials for distance education. The question that guides this study is defined as: what are the characteristics, needs and limitations inherent in the educational material focused on mathematics and Distance Education? Faced with this question, due the following objective: to explain the needs, limitations and specifics of Teaching Materials for Undergraduate courses in mathematics at a distance. This research was conducted in the city of Ponta Grossa / PR, with the fields of research, State University of Ponta Grossa (UEPG), characterized as a case study. In the investigation in question, this study referred to the description of the organization of the course textbook Instrumentation for the Teaching of Mathematics in Distance Education I UEPG, the activities of the platform MOODLE and files that complement the textbook, explaining what the specifics, limitations and needs of educational materials developed for distance education. As that investigation, the textbook analysis meets some needs inherent to a material written for this mode, but it shows with some limitations and resource constraints, compromising student learning. Use of MOODLE platform proved to be a necessity and an important tool for interaction and communication between teachers and students, allowing students a more active role in their education, more autonomy, promoting a more efficient construction of their learning and acquisition of their knowledge.
A presente investigação tem como objeto de estudo o material didático de matemática utilizado para a Educação a Distância (EaD). Essa pesquisa foi construída tendo como fundamentação teórica os estudos sobre EaD e sobre o Material Didático para a EaD. A questão que norteia esse estudo é definida como: quais são as especificidades, limitações e necessidades inerentes ao material didático de matemática voltado para e Educação a Distância? Diante dessa questão, decorre o seguinte objetivo: explicitar as necessidades, limitações e especificidades do Material Didático para Cursos de Licenciatura em Matemática a distância. Essa investigação foi realizada no município de Ponta Grossa/PR, tendo como campos de pesquisa a Universidade Estadual de Ponta Grossa (UEPG), caracterizando-se como um estudo de caso. Na investigação em questão, esse estudo se referiu a descrição da organização do livro didático da disciplina Instrumentação para o Ensino de Matemática I em EaD da UEPG, das atividades da plataforma MOODLE e dos arquivos que complementam o livro didático, explicitando quais as especificidades, limitações e necessidades dos materiais didáticos elaborados para Educação a Distância. Como resultados dessa investigação, o livro didático analisado cumpre algumas necessidades inerentes a um material escrito para esta modalidade, mas se mostra com algumas limitações e restrições de recursos, comprometendo a aprendizagem dos alunos. A utilização da plataforma MOODLE mostrou-se como uma necessidade e um instrumento importante para a interação e comunicação entre professores e alunos, permitindo ao aluno um papel mais ativo na sua formação, maior autonomia, promovendo uma construção mais eficiente da sua aprendizagem e aquisição do seu conhecimento

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4

Hellberg, Marie. "Vilket matematiskt material finns i den fria leken på förskola : vad väljer pojke respektive flicka". Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14519.

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5

Kocak, Furkan-Sami. "Godkänt betyg i matematik 2b : Utveckling av ett utbildningsmaterial för att eleven ska klara av nationella provet". Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-278887.

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Sverige har under flera år fått svaga resultat i matematik i flera olika internationella undersökningar. Under min VFU-erfarenhet på ett gymnasium var matematik 2b en stor utmaning där cirka 83% av alla elever som skrev nationella provet år 2019 fick betyget F. Extra anpassningar i form av ett anpassat läromedel för dessa elever ansågs vara nödvändig och ett nytt utbildningsmaterial togs fram av mig. Syftet med arbetet är att skapa ett utbildningsmaterial för matematik 2b för att eleverna ska klara nationella provet. För att uppnå syftet har gamla nationella prov analyserats och ett utbildningsmaterial har tagits fram som grundar sig på områden som kommit flest gånger på dessa nationella prov. Vidare syftar rapporten till att följa upp eleverna som använt utbildningsmaterialet. Uppföljningen sker genom att utvärdera dessa elevers motivation och självförtroende med hjälp av intervjuer samt att deras resultat på nationella prov bedöms. Motivation är en viktig faktor i matematikundervisning och kan delas in i inre och yttre motivation. Inre motivation handlar om egen drivkraft medan yttre motivation handlar om att bli belönad av en annan person och motiveras genom detta. En studie gjord i USA visar att motivation är viktigare än intelligens för att lyckas inom matematik. Det finns även starka samband mellan självförtroende och betyg inom matematik. Det utvecklade utbildningsmaterialet prövades på 15 elever som tidigare fått ett F i kursen under en 2 veckorsperiod på en sommarlovsskola. Sedan utvärderades den genom att eleverna fick uppskatta hur materialet påverkat deras motivation och självförtroende. Denna uppskattning gjordes genom kvalitativa intervjuer via google meet. Eleverna skrev även ett nationellt prov som rättades. Åtta av de femton elever som deltog i sommarlovsskolan fick ett godkänt betyg på nationella provet. Eleverna tyckte även att utbildningsmaterialet hade en positiv påverkan på deras självförtroende och motivation. Det är inte säkert hur stor del av denna positiva påverkan utbildningsmaterialet haft. Andra saker som kan ha påverkat elevernas motivation och resultat är att sommarlovsskolan bestod av en mindre elevgrupp och att det var en ny lärare som undervisade dem.
Sweden has during many years received weak results in mathematics in different international surveys. During my placement experience at a high school, I noticed that mathematics 2b was a major challenge for the high school, where approximately 83% of all students who wrote the national exam received an F in 2019. The high school considered that extra adjustments in the form of adapted teaching materials were necessary for the students with an F. Therefore I created a teaching material for those students. The purpose was to create a teaching material for mathematics 2b to enable the students to pass the national exam. The teaching material was based on previous national exams and the types of questions that had occurred most often. Motivation is an important factor in mathematics teaching. Motivation can be divided into intrinsic and external motivation. Intrinsic motivation is about self-motivation, while external motivation is about being rewarded by another person and getting motivated by this. A study conducted in the United States shows that motivation is more important than intelligence to succeed in mathematics. There is also a strong connection between self-confidence and grades in mathematics. The educational material was tested on 15 students who had received an F in the course during two weeks in the form of a summer school. The educational material was evaluated by feedback from the students based on qualitative interviews via Google meet focusing on how the material affected their motivation and self-confidence. The students also wrote a national test that was corrected. Eight of the fifteen students who attended the summer school and used the teaching material received a passing grade on the national exam. In addition to this, the students also made it clear that the teaching material had a positive impact on their self-confidence and motivation.

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6

Äng, Michaela. "En kvalitatativ studie av lärares syfte gällande användningen med konkret material i den tidigare matematikundervisningen". Thesis, Mittuniversitetet, Avdelningen för ämnesdidaktik och matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30128.

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Denna studie handlar om hur och i vilket syfte lärare använder konkret material i sin matematikundervisning. Skolverket förespråkar idag att elever ska få möjlighet att använda sig av konkret material i undervisningen inom matematik. Forskning visar att konkret material leder till en ökad förståelse hos elever vid inlärningen av matematik. Forskare menar att det är läraren som avgör hur det konkreta materialet används samt vilken effekt det får. Detta examensarbete kommer lyfta fram lärares syn på konkret material och i vilket syfte som det används. Genom kvalitativa observationer och intervjuer med lärare från fyra olika skolor inom årskurs 1, visar resultatet att samtliga lärare har en liknande syn hur materialet bör användas men att hur lärarna använder det varieras. Utifrån de intervjuer som gjorts visar det sig att alla lärarna har en ambition att använda sig av konkret material, men under observationerna var det tre av fyra som gjorde det. I praktiken visar det sig däremot att det finns begränsningar som gör att det konkreta materialet inte används så som lärarna hade velat. Utifrån den forskningen som finns menar forskare att lärare har en avgörande faktor vilken effekt det konkreta materialet får för inlärningen hos eleverna.
This study is about how and for what purpose teachers use concrete materials in mathematics. The curriculum says that students should have the opportunity to use concrete materials in math. Research shows that concrete material leads to a better understanding for students in learning of mathematics. Researchers believe that the teacher is the important key person so the material will have the right effect. This thesis will highlight teachers' views on concrete material and the purpose for why it should be used. Through qualitative observations and interviews with teachers from four schools in grades 1, shows results that all teachers have a similar view of how it should be used, but it varies in how teachers are using it. Based on the interviews conducted, it appears that the majority of teachers have an ambition to make use of concrete materials. In practice, however, there are limitations that make the concrete material is not used so that teachers had wanted. Based on the research available is it the teacher who is the crucial factor for what effect the concrete material will have for the students learning.

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7

Andersson, Julia. "För- och nackdelar med olika undervisningsmaterial : En intervjustudie om undervisningsmaterial vid introduktionen av subtraktion". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30795.

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Studiens syfte är att undersöka sju lärares val av undervisningsmaterial vid introduktionen av subtraktion. Utgångspunkten i studien är taget ur livsvärldsfenomenologin, och data har samlats in genom semistrukturerade intervjuer där det kvalitativa datamaterialet sedan analyserats genom olika teman. Resultatet visar att samtliga lärare var överens om att konkret och laborativt material var att föredra vid introduktionen av subtraktion. Läroböckerna användes istället vid ett senare stadium för att hjälpa eleverna att befästa kunskaperna på en mer abstrakt nivå.
The aim of this study is to look into what teaching material seven teachers choose to use during the introduction of subtraction.The study has been inspired by life-world phenomenology, and has been conducted through semi-structured interviews, where the qualitative datasets later have been analyzed through different themes. The results show that all of the teachers agreed that concrete and laboratory materials where to prefer when introducing subtraction. The textbooks were used at a later stage to help the pupils consolidate their knowledge at a more abstract level.

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8

Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.

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In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.

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9

Johnson, Virginia Mae. "Manipulative materials in mathematics instruction: Addressing teacher reluctance". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/636.

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10

Wilms, Josefine. "On the hydrodynamic permeability of foamlike media". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1316.

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11

Wolf, Beate y Rosemarie Klonower. "Regionale Material- und Energieflußrechnungen". Universität Potsdam, 2000. http://opus.kobv.de/ubp/volltexte/2005/350/.

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12

Lindqvist, Zandra. "Elevers uppfattningar om laborativt material i matematikundervisningen". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27510.

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Syftet med denna studie var att ta reda på elevers uppfattningar om laborativt material i matematikundervisningen. Även hur liknande form av undersökning kunde gynna läraren till att få reda på vilken typ av undervisning som eleverna föredrar. Motivationen som låg till grund för studien var erfarenheter utifrån VFU (verksamhetsförlagd utbildning) samt erfarenheter av forskningslitteratur. En stor del av forskningen har påvisat att elever som arbetar med laborativt material i matematik presterar bättre än elever som inte arbetar med laborativt material. Därför förespråkar forskningslitteraturen inom detta område att lärare borde arbeta med laborativt material under alla åren i skolan. I undersökningen var det använt två kvalitativa undersökningsmetoder, intervju och observation. Det har intervjuats lärare och elever från två kommunala skolor, där eleverna går i tredjeklass. I resultatet framträder lärarnas arbetssätt och hur deras syn på laborativt material är. Resultatet som fram kom ur elevernas uppfattningar av laborativt material visade sig att en del föredrog att använda laborativt material i matematikundervisningen medan en del föredrog att arbeta utan laborativt material, dock ville dessa elever använda laborativt material till uppgifter som ansågs svåra.

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13

Larsson, Ashley Ian. "Mathematical aspects of wave theory for inhomogeneous materials /". Title page, table of contents and summary only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phl334.pdf.

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14

Boyaval, Sébastien. "Mathematical modelling and numerical simulation in materials science". Phd thesis, Université Paris-Est, 2009. http://tel.archives-ouvertes.fr/tel-00499254.

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In a first part, we study numerical schemes using the finite-element method to discretize the Oldroyd-B system of equations, modelling a viscoelastic fluid under no flow boundary condition in a 2- or 3- dimensional bounded domain. The goal is to get schemes which are stable in the sense that they dissipate a free-energy, mimicking that way thermodynamical properties of dissipation similar to those actually identified for smooth solutions of the continuous model. This study adds to numerous previous ones about the instabilities observed in the numerical simulations of viscoelastic fluids (in particular those known as High Weissenberg Number Problems). To our knowledge, this is the first study that rigorously considers the numerical stability in the sense of an energy dissipation for Galerkin discretizations. In a second part, we adapt and use ideas of a numerical method initially developped in the works of Y. Maday, A.T. Patera et al., the reduced-basis method, in order to efficiently simulate some multiscale models. The principle is to numerically approximate each element of a parametrized family of complicate objects in a Hilbert space through the closest linear combination within the best linear subspace spanned by a few elementswell chosen inside the same parametrized family. We apply this principle to numerical problems linked : to the numerical homogenization of second-order elliptic equations, with two-scale oscillating diffusion coefficients, then ; to the propagation of uncertainty (computations of the mean and the variance) in an elliptic problem with stochastic coefficients (a bounded stochastic field in a boundary condition of third type), last ; to the Monte-Carlo computation of the expectations of numerous parametrized random variables, in particular functionals of parametrized Itô stochastic processes close to what is encountered in micro-macro models of polymeric fluids, with a control variate to reduce its variance. In each application, the goal of the reduced-basis approach is to speed up the computations without any loss of precision

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15

Taylor, Jamie M. "Mathematical models of liquid crystals and related materials". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:37bea5e7-889d-4eb1-986d-52f869d7f4b8.

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In the broadest sense, the focus of this thesis concerns the role of entropy in macroscopic systems related to liquid crystals in equilibrium. We be- gin by defining a broad generalisation of the Ball-Majumdar potential, applicable to a wide variety of order parameter models relevant to liquid crystals. First we provide a geometric characterisation of the set of ad- missible order parameters for general systems. We demonstrate the key properties of convexity, regularity, and blow up at the boundary of the singular potential. This is then followed by a discussion of applications to Onsager type models and enforcing physicality constraints in Landau expansion-type models. Next we consider the recently proposed Onsager-type model of Zheng, Taylor and Palffy-Muhoray. Unlike Onsager's free energy density, the non-trivial solutions to the new model all have non-trivial support, implying two-sided variations cannot find solutions. In order to overcome this issue, we apply similar heuristics to the previous chapter to split the minimisation into two steps, a strictly convex minimisation problem with linear constraints and a finite dimensional, C1 minimisation problem, the latter of which provides an Euler-Lagrange-type equation satisfied by all Lp -local minimisers. We also perform a more direct analysis on the model to obtain the qualitative features of its phase behaviour. Finally, we consider an extension of the Kuhn-Grün model of polymer elasticity, adapted for use in the modelling of main-chain nematic elas- tomers. This is a particular case of the generalised singular potential, where the anisotropy of the polymer network is included as a further parameter in the energy. This shows the expected energetic coupling between the anisotropy of the system and the extension of a single chain. Furthermore, the polymer chain is finitely extensible, with the energy blowing up as the chain reaches the taut-chain limit, and an implicit force/extension relationship is provided. We conclude with a discussion of network theo-ries for describing macroscopic deformations, with particular focus on the rigidity properties that arise from the growth rate of the chain energy.

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16

Ghaderi, Ali. "A mathematical theory for mixing of particulate materials". Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/844427/.

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A theoretical framework for sampling theory is developed. In this relation, concepts like mixture heterogeneity and representative samples are mathematically defined. Further, the relation between Gy's concepts of accuracy and reproducibility with mixture quality and the entropy of the sample distribution is established. Moreover, it is shown that within the developed homework, Lacey's conjecture is mathematically consistent. It is also shown that a consequence of the theory is the prediction of the number of key components of given size in random binary closed batch systems. It is also shown that this estimate is a function of microstructural properties of the mixture under study. Furthermore, this theory is used to develop a unifying approach to description of RTD of continuous systems. These results are further used to develop a model for RTD of a commercial twin screw extruder. A new theoretical approach to the dynamics of the mixing processes is developed. In this context, the concept of heterogeneity landscape is introduced. It is argued that the valleys in the heterogeneity landscape correspond to different equilibrium states of the mixture. Further, it is shown that the valleys in the heterogeneity landscape can mathematically be described by heterogeneity equation and this would allow for classification of all the valleys. The characteristic function of the general solution to the heterogeneity equation is also determined. Moreover, it is shown that based on the mathematical model for the valleys, one can deduce that in the case of insufficient information about the mixture structure, the normal distribution, up to the second order; is the best distribution in describing the mixture structure.

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17

Li, Hongjie. "Mathematical study on plasmon materials and their applications". HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/642.

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This thesis is concerned with the mathematical analysis of plasmon materials and their applications, including the cloaking effect and the super-resolution in imaging induced by plasmon resonances. We consider these phenomena in two regimes, namely, the quasi-static regime and the finite-frequency regime beyond the quasi-static approximation. In the quasi-static regime, we first show that the plasmon resonance could occur for the elastic system in both two and three dimensions. By establishing the primal and dual variational principles and constructing the perfect plasmon waves, we prove that the plasmon resonance can occur for a delicate plasmonic configuration with appropriately choosing Lame parameters. We also apply the spectral method to show the phenomenon of cloaking due to anomalous localized resonance (CALR) through analyzing the spectral system of the Neumann-Poincare (N-P) operator. Moreover, based on the obtained spectral properties of the N-P operator, we strictly verify the plasmon resonance in the quasi-static approximation and construct a general and novel class of plasmonic configurations to ensure the occurrence of the CALR, which significantly generalizes the existing research on plasmon resonances in the literature. Finally, we derive the perturbed displacement field associated with a given elastic source field with the presence of nanoparticles. By analyzing the spectral properties of the associated Neumann-Poincare operator, the leading-order term of the perturbed elastic wave field is determined, which could help to achieve the super-resolution in the elastic imaging. For the case beyond the quasi-static approximation, we develop two approaches to achieve the plasmon resonance. The first one is achieved by the explicit construction, though it is very delicate and subtle. We first show that the cloaking due to anomalous localized resonance could occur for the Helmholtz system within finite frequencies beyond the quasi-static approximation. More precisely, by investigating the spectral system of the corresponding Neumann-Poincare operator within finite frequencies, we include the plasmon parameters, the shape of the plasmonic inclusion and the source term as a whole system to achieve the phenomenon of the cloaking due to anomalous localized resonance. Furthermore, we show that the surface plasmon resonance and the cloaking effect can occur for the Maxwell system beyond the quasi-static approximation by calculating the spectral system of the matrix-valued integral operator. The other one is achieved via the localization and geometrization. Through the investigation on the eigenfunctions of the corresponding Neumann-Poincare operator, we show that the plasmon resonance occurs locally near the high-curvature point of the plasmonic inclusion. It is worth mentioning that we present the first investigation in the literature on the geometric structures of the Neumann-Poincare eigenfunctions.

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18

Waswa, Anne y Mitchelle Wambua. "Teaching and Learning of Mathematics in Sweden : Methods, Resources and Assessment in Mathematics". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45007.

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19

Jing, Xiamei. "On deformations of compressible hyperelastic material". Thesis, University of Glasgow, 1998. http://theses.gla.ac.uk/1080/.

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We consider the character of several finite deformations of compressible isotropic, nonlinear hyperelastic materials, specifically azimuthal shear of a thick-walled circular cylindrical tube, the bending deformation of a rectangular block and axial shear of a thick-walled circular cylindrical tube. For each problem the equilibrium equations are applied to the special case of isochoric deformation, and explicit necessary and sufficient conditions on the strain-energy function for the material to admit such a deformation are obtained. These conditions are examined for several strain-energy functions and in each case complete solutions of the equilibrium equations are obtained. The predictions of the shear response for different strain-energy functions are compared using numerical results to show the dependence of the applied shear stress on the resulting macroscopic deformation. It is then shown how consideration of isochoric deformations in compressible elastic materials provides a means of generating classes of strain-energy functions for which closed-form solutions can be found for incompressible materials. For the problem of bending deformation we find that isochoric deformation is not possible in a compressible material. The conditions for a non-isochoric bending deformation to be admitted by the equilibrium equations are then examined for each of three classes of compressible isotropic materials. Explicit solutions for each case are then derived. Finally, we consider an incremental displacement superimposed on the azimuthal shear of a circular cylindrical tube. Numerical results are obtained to show the incremental displacement and nominal stresses for a special material when the internal boundary is subject to an incremental displacement.

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Bock, Edwin y Paula Spets. "Konkret material i sannolikhetsundervisningen : En litteraturstudie om att använda och motivera valet av konkret material med elever inom sannolikhetsundervisningen". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48223.

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Detta är en litteraturstudie om konkret material i undervisning om sannolikhet. Många lärare tycker det är svårt att undervisa om sannolikhet så eleverna utvecklar kunskaper inom området, då kan konkret material vara till stor hjälp. Syftet med denna studie är att undersöka och besvara vilka typer av konkret material som används i undervisningen, hur de motiveras och om det skiljer sig i valet av material beroende på elevernas ålder. För att hitta vetenskapliga texter har söktjänsterna Swepub, ERIC och Primo använts. Genom närläsning, färgkodningsmetoden och komparativa metoden har materialet analyserats. De utvalda studierna lyfter lärandeteorier som har en likartad syn på användningen av konkret material. Dessa teorier är den sociokulturella och den konstruktivistiska, de kopplas samman med vad artiklarna säger om materialval inom olika åldrar. Resultatet visar att det används flera olika konkreta material i sannolikhetsundervisningen som exempelvis tärningar, kulor och spinners. En vanlig motivering av konkret material i sannolikhetsundervisningen är att det fångar elevernas intresse och att det kan sättas in i ett vardagligt sammanhang. Resultatet visar även att studierna kommit fram till olika slutsatser, till exempel gör de skillnad på om det konkreta materialet ska vara vardagligt eller pedagogiskt och huruvida man bör använda ett eller kombinera två av samma material. Åldersanalysen pekar på att det förekommer mer vardagliga föremål med de yngre eleverna, exempelvis genom att dra leksaker eller pärlor ur en påse/låda medan äldre elever oftare arbetar med tärningar eller Flexitree. I diskussionen tas bland annat tävlingsmoment upp i arbetet med sannolikhet.

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Andrén, Malin. "Laborativt material vid aritmetikundervisning : En systematisk litteraturstudie om effekter på lärande och undervisning vid användning avlaborativt material". Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-78409.

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Med denna litteraturstudie var syftet att sammanställa forskning kring laborativt material och dess effekt på aritmetikundervisningen för elever i de lägre årskurserna. Forskningsunderlaget samlades in via databasen ERIC Ebsco. Resultatet påvisar en övervägande positiv effekt på aritmetikinlärningen för elever och definierar aspekter för hur dessa positiva effekter kan nås. Resultatet indikerar även att lärare har blandad kunskap kring manipulering av laborativt ma-terial och kring materialets användning i undervisningen. För en god undervisning behöver lärare få tillgång till mer kunskap kring laborativt material. Detta ger elever en ökad möjlighet att nå avsikten med manipulering av laborativt material, nämligen att se de bakomliggande matematiska principerna.
The purpose of this literature review was to compile research on manipulative materials and its effect on arithmetic teaching for students in the lower grades. Research data was collected through the ERIC Ebsco database. The results show a predominantly positive effect on arith-metic learning for students and define aspects for how these positive effects can be achieved. The result also indicates that teachers have mixed knowledge about the manipulation of ma-nipulative materials and the use of the materials in teaching. For a good teaching situation, teachers need access to more knowledge about manipulative materials. This gives students an increased opportunity to reach the intention of manipulating manipulative materials, namely to see the underlying mathematical principles.

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Goes, José Resende. "Modelos de previsão de propriedades para revestimento cerâmico usando planejamento fatorial". Pós-Graduação em Ciência e Engenharia de Materiais, 2014. https://ri.ufs.br/handle/riufs/3483.

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The search for improved physical and mechanical properties of ceramic tiles is an increasingly urgent need, facing increasing competition from the globalization of the economy. The design of experiments has been used more and more to model, simulate and obtain characteristics of interest in several areas of science. This work aimed at the development of mathematical models for predicting the properties of water absorption, linear shrinkage and flexural strength of the ceramic tiles using the factorial design of experiments. Samples of three clay deposits were collected, whose physical, chemical and mineralogical characterizations, showed that these are clay characteristics used in the industry of ceramic tiles. Then, based on the major variables of ceramic processing that directly influence the final quality of the ceramic tiles( formulation, particle size, pressing and firing conditions), mathematical models were developed for the prediction of properties of water absorption, linear shrinkage and of the flexural strength modulus. Mathematical models obtained for the prediction of absorption and shrinkage were considered satisfactory for they were able to describe the experimental data in the evaluated range and to the desired level of trust. However, the same has not happened to the model for the flexural strength that must be associated to peculiar characteristic of mechanical behavior of ceramic materials. This work has shown that the importance of characterization of experimental errors in a design of experiments and presents a proposal of procedures for the usage of factorial planning of experiments, specially in the modeling of mechanical behavior of ceramic materials.
A busca da melhoria de propriedades físicas e mecânicas da cerâmica de revestimento é uma necessidade cada vez mais premente devido, principalmente à globalização da economia. O planejamento de experimentos tem sido cada vez mais utilizado para modelar, simular e obter características de interesses em diversas áreas da ciência. Este trabalho teve como objetivo o desenvolvimento de modelos matemáticos para predição das propriedades de absorção de água, retração linear e resistência à flexão da cerâmica de revestimento usando o planejamento fatorial de experimentos. Foram coletadas amostras de 03 depósitos argilosos, cuja caracterização física, química e mineralógica mostrou que as mesmas são características de argilas utilizadas na indústria da cerâmica de revestimento. Em seguida, com base nas principais variáveis do processamento cerâmico que influenciam diretamente a qualidade final do revestimento cerâmico (formulação, granulometria, prensagem e condições de queima), foram desenvolvidos modelos matemáticos para predição das propriedades de absorção de água, retração linear e do módulo de resistência à flexão. Os modelos matemáticos obtidos para predição da absorção e retração foram considerados satisfatórios, pois foram capazes de descrever os dados experimentais na faixa avaliada e para o nível de confiança desejado. Entretanto o mesmo não ocorreu com o modelo para resistência à flexão, que deve estar associado às características peculiares do comportamento mecânico dos materiais cerâmicos. Este trabalho demonstrou também a importância da caracterização dos erros experimentais em um planejamento de experimentos, e apresenta uma proposta de procedimentos para a utilização do planejamento fatorial de experimentos, especialmente na modelagem do comportamento mecânico de materiais cerâmicos.

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Guedes, Jane de Fontes. "Production of teaching materials for distance education course of degree in Mathematics: the case of UAB/IFCE". Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6776.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
In the context of distance education, the teaching material occupies a central position and thus show up many issues relating to it. Thus, a major problem is around how they are being produced learning materials tailored to the needs and characteristics of the student, regardless of place and time, study and learn by mediating technologies, constituting a relevant research problem in this area. Some questions that guide the research are: How does the process of production of the degree in mathematics content, involving the author teacher and teacherâs training, occurs at the contentâs preparation? What elements produced in the educational materials for undergraduate in Mathematics promote dialogue with the student? How to establish an objective communication between the production team to make the necessary adjustments to the quality of the material, as well as learning objectives? Based on these questions, this research aimed to investigate the production of the material teaching to distance education using as a case study the undergraduate courses in mathematics at a distance in the context of the Open University of Brazil offered by the Federal Institute of CearÃ â IFCE (abbreviation in Portuguese). The research methodology has focused on analysis to identify how teachers are producing digital educational content based on the training received for this purpose, analyze the development and production compared to the relationship between teacher content way versus instructional designer (ID); and make an analysis of previous elements in the order to describe and identify the specificities, limits and potential of the training course. The results were shown in the statements of the individuals in which the training meets the purpose of production of the content of mathematics even if it needs to improve aspects of communication between the content author teacher and the DI, compliance with deadlines, the application of the methodology Contextualized Instructional Design - DIC (abbreviation in Portuguese) and diversification of activity in media content specific to mathematics
No contexto de EducaÃÃo a DistÃncia (EaD), o material didÃtico ocupa uma posiÃÃo central e, por isso, evidenciam-se muitas problemÃticas relativas ao mesmo. Nesse sentido, um dos principais problemas estÃ em torno de como estÃo sendo produzidos os materiais didÃticos adaptados Ãs necessidades e caracterÃsticas do aluno que, independente do lugar e do tempo, estuda e aprende mediado por tecnologias, constituindo mais uma problemÃtica em pesquisa nessa Ãrea. Dessa forma, alguns questionamentos que norteiam a pesquisa sÃo: como ocorre o processo de produÃÃo do material para licenciatura em MatemÃtica envolvendo o professor conteudista e a formaÃÃo deste docente para o processo de elaboraÃÃo do conteÃdo? Que elementos produzidos no material didÃtico para licenciatura em MatemÃtica favorecem o diÃlogo com o aluno? De que forma estabelecer uma comunicaÃÃo objetiva entre a equipe de produÃÃo, no sentido de proceder aos ajustes necessÃrios para a qualidade do material, bem como dos objetivos de aprendizagem? Com base nestas questÃes, essa pesquisa teve como objetivo investigar o processo de produÃÃo do material didÃtico para EaD, tomando como estudo de caso as disciplinas de licenciatura em MatemÃtica a distÃncia, no contexto da Universidade Aberta do Brasil, ofertado pelo Instituto Federal do CearÃ - IFCE. A metodologia da investigaÃÃo tomou como foco para anÃlise identificar como os professores estÃo roduzindo conteÃdos didÃticos digitais com base na formaÃÃo recebida para esta finalidade; analisar a elaboraÃÃo e a produÃÃo frente Ã relaÃÃo professor conteudista x designer instrucional (DI); e fazer uma anÃlise dos elementos anteriores no intuito de descrever e identificar as especificidades, limites e potencialidade do curso de formaÃÃo. Os resultados foram evidenciados nas falas dos sujeitos pesquisados, nas quais a formaÃÃo atende ao propÃsito da produÃÃo dos conteÃdos de MatemÃtica, ainda que precise melhorar nos aspectos da comunicaÃÃo entre o conteudista e o DI, do cumprimento dos prazos, da aplicaÃÃo da metodologia Design Instrucional - DIC e da diversificaÃÃo de atividade em mÃdias para conteÃdos especÃficos matemÃticos.

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Santos-Bernard, Dora. "The use of illustrations in school mathematics textbooks : presentation of information". Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363652.

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Derhak, Maxim W. "Spectrally Based Material Color Equivalency| Modeling and Manipulation". Thesis, Rochester Institute of Technology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722035.

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A spectrally based normalization methodology (Wpt normalization) for linearly transforming cone excitations or sensor values (sensor excitations) to a representation that preserves the perceptive concepts of lightness, chroma and hue is proposed resulting in a color space with the axes labeled W, p, t. Wpt (pronounced “Waypoint") has been demonstrated to be an effective material color equivalency space that provides the basis for defining Material Adjustment Transforms that predict the changes in sensor excitations of material spectral reflectance colors due to variations in observer or illuminant. This is contrasted with Chromatic Adaptation Transforms that predict color appearance as defined by corresponding color experiments. Material color equivalency as provided by Wpt and Wpt normalization forms the underlying foundation of this doctoral research. A perceptually uniform material color equivalency space (“Waypoint Lab" or WLab) was developed that represents a non-linear transformation of Wpt coordinates, and Euclidean WLab distances were found to not be statistically different from ΔE*₉₄ and ΔE₀₀ color differences. Sets of Wpt coordinates for variations in reflectance, illumination, or observers were used to form the basis of defining Wpt shift manifolds. WLab distances of corresponding points within or between these manifolds were utilized to define metrics for color inconstancy, metamerism, observer rendering, illuminant rendering, and differences in observing conditions. Spectral estimation and manipulation strategies are presented that preserve various aspects of “Wpt shift potential" as represented by changes in Wpt shift manifolds. Two methods were explored for estimating Wpt normalization matrices based upon direct utilization of sensor excitations, and the use of a Wpt based Material Adjustment Transform to convert Cone Fundamentals to ”XYZ-like" Color Matching Functions was investigated and contrasted with other methods such as direct regression and prediction of a common color matching primaries. Finally, linear relationships between Wpt and spectral reflectances were utilized to develop approaches for spectral estimation and spectral manipulation within a general spectral reflectance manipulation framework – thus providing the ability to define and achieve “spectrally preferred" color rendering objectives. The presented methods of spectral estimation, spectral manipulation, and material adjustment where utilized to: define spectral reflectances for Munsell colors that minimize Wpt shift potential; manipulate spectral reflectances of actual printed characterization data sets to achieve colorimetry of reference printing conditions; and lastly to demonstrate the spectral estimation and manipulation of spectral reflectances using images and spectrally based profiles within an iccMAX color management workflow.

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Gupta, Shailesh. "Mathematical Modeling of Thin Strip Casting Processes". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391679731.

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Leppard, Claire Louise. "Mathematical modelling of some mechanical properties of construction materials". Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313143.

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Piper, David. "A mathematical model of frost heave in granular materials". Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/28821/.

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An initial review of the various theories of frost heave indicated that Miller's theory of secondary heave was the most convincing. The crucial area in this is the representation of the behaviour in the partially frozen region, known as the frozen fringe, which exists below the lowest ice lens. However, the computational difficulties of the associated mathematical model were likely to limit its application. A simpler quasi-static approach for a semi-infinite region had therefore been initiated, for a restricted range of conditions, by Holden. The work described in this thesis traces the development of the quasi-static approach and its application to the unidirectional freezing of a finite soil column. The resulting generalised model successfully predicts the freezing behaviour under a wide range of conditions. In particular, it is applicable to all overburden pressures, including zero. At low overburdens the frozen fringe disappears, but the final phase is nevertheless modelled to its ultimate equilibrium state. The predictions of the model agree with published experimental data from a number of investigators, and thus support the validity of Miller's theory. Parametric studies with the model have highlighted the importance of the hydraulic conductivity and the relationship between suction, temperature and ice content in the frozen fringe. Simulations are relatively insensitive to variations in thermal conductivity. The model has proved to be robust and stable and should form a sound basis for further studies. However, its full application will depend on the development of experimental techniques to determine the hydraulic conductivity in the frozen fringe.

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Hull, Brian David. "Mathematical theory of flow processes of fibre-reinforced materials". Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335766.

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Cox, Barry James. "Mathematical modelling of nano-scaled structures, devices and materials". Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080129.102240/index.html.

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SANTOS, JOSE CARLOS LEITE DOS. "A MATHEMATICAL FORMULATION OF THE THEORY OF GRANULAR MATERIALS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 1987. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33274@1.

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O propósito deste trabalho é propor um modelo teórico axiomático, que descreva o comportamento termomecânico de materiais granulares, fundamentado em uma descrição física simples, do que entende-se por material granular. No capítulo I, faz-se uma revisão bibliográfica, objetivando uma visão geral do estado da arte e delinear a importância do estudo de materiais granulares. No capítulo II, utiliza-se um método axiomático estabelecendo-se as equações de balanço que descrevem o comportamento termodinâmico de materiais granulares. No capítulo III, utilizando-se um outro método axiomático, analisa-se algumas condições de contorno para materiais granulares. No capítulo IV, estuda-se restrições internas em materiais granulares, exemplificando-se algumas. Finalmente no capítulo V, aplica-se o embasamento teórico dos capítulos anteriores, na solução do problema de escoamento de um material granular entre placas paralelas.
The aim of this work is to establish an axiomatic theoretical model, for description of the thermomechanical behavior of granular materials, based on a simple physical description of what mean granular materials. On the first chapter, it s make an overview of the acctual state of the arte, giving the real importance of the study of granular materials. On the second chapter, by using an axiomatic method, the balances equations for thermomechanical behavior of granular materials, was established. On the the III, by using another axiomatic method, some boundary condictions for granular materials, was analysed. On the chapter IV, by using a coceptual model for internal constraints, some internal constraints for granular materials, was exemplified. At least, on chapter V, the theoretical backgoung established in the previous chapter, is applied to solve the problem of granular flow between two parallel plates.

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Zhao, Ying y 趙穎. "Optimization of cooperative material handling systems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37837710.

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Thomasson, Jenny. "Hur pratar lärare om konkret material i matematiken?" Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-516.

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Då jag varit ute på praktik har jag sett att elever allt för ofta bara sitter och räknar i läroboken. Vi matematiklärare måste bli bättre på att variera och börja laborera i vår undervisning. Både för att få med eleverna kunskapsmässigt i undervisningen och för att få dem intresserade och engagerade. Jag har därför i mitt examensarbete undersökt om lärare i år 4-6 använder sig utav konkret material i sin matematikundervisning. Mina problemformuleringar var:

- Vad använder lärare i år 4-6 för konkreta material i sin matematikundervisning?

- Hur gör lärare i år 4-6 för att konkretisera matematikundervisningen?

- Varför väljer de som konkretiserar matematikundervisningen att konkretisera?

Metoder som jag använt i min undersökning är litteraturstudier och intervjuer. Jag har intervjuat nio lärare i Linköping som undervisar i matematik i år 4-6.

Det som flera olika lärare säger att de använder i sin undervisning är penna och papper och ritar mycket matteproblem. Klockan, mät- och väginstrument, tärningar till olika spel och pengar är också vanligt. Hur de använder det varierar lite mer men främst är det vid genomgång av nya moment och inte så mycket att eleverna själva laborerar och får prova sig fram. Att konkreta material ökar förståelsen är en av orsakerna till att lärarna använder konkret material i sin undervisning. Tidsbristen är en faktor som ligger till grund för att de inte använder så mycket konkret material som de skulle önska liksom elevantal, sociala och organisatoriska problem.

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Jensevik, Karin. "Optimering av metodiken vid genotypning av stora DNA-material". Thesis, Uppsala University, Department of Mathematics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121792.

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Spadoni, Alessandro. "Application of chiral cellular materials for the design of innovative components". Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26703.

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Thesis (Ph.D)--Aerospace Engineering, Georgia Institute of Technology, 2009.
Committee Chair: Ruzzene, Massimo; Committee Member: Hanagud, Sathya; Committee Member: Hofges, Dewey; Committee Member: Leamy, Michael; Committee Member: McDowell, David. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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Kusuma, Jeffry. "On some mathematical aspects of deformations of inhomogeneous elastic materials /". Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09PH/09phk97.pdf.

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Saiyasombati, Penpan. "Mathematical model for predicting percutaneous absorption of fragrance raw materials". Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1061561348.

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Sharp, Martin Charles. "Mathematical modelling of continuous wave CO2 laser processing of materials". Thesis, Imperial College London, 1986. http://hdl.handle.net/10044/1/38157.

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Michelena, Isis. "Influência da porosidade no módulo de elasticidade de um material compósito com foco na indústria de materiais de fricção". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/150645.

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O presente trabalho propõe uma modelagem matemática simplificada que tem como foco o cálculo do módulo de elasticidade em matérias de fricção levando em consideração a porosidade. A modelagem proposta foi desenvolvida tendo como base a Lei das Misturas Modificada e os equacionamentos propostos por Spriggs e Kingery. Para simplificação do modelo, foi analisado um compósito com um aglomerante e um elemento de reforço. A escolha das matérias-primas levou em consideração os elementos mais utilizados em um material de fricção, desta forma o aglomerante utilizado foi uma resina fenólica e os agentes de reforço foram fibras de vidro e aramida. O equacionamento foi verificado utilizando dados empíricos. Para tanto, foram utilizados dois grupos de compósitos, um com resina fenólica e fibra de vidro e o outro com resina fenólica e fibra aramida. A verificação da influência das fibras no compósito foi feita variando o percentual de fibra, de 5% a 30% em peso, com um aumento de 5% entre as amostras. Os materiais foram confeccionados segundo o método de cura a quente sob pressão, seguido de tratamento térmico. Para a verificação das propriedades mecânicas foi realizado o teste de flexão a 3-pontos, segundo a norma ASTM D790,07. Em uma primeira análise, foi verificado o teor mínimo para que a fibra comece a atuar como reforço estrutural, e este para os dois grupos investigados foi de aproximadamente 2%, ou seja em todas as amostras as fibras estão atuando como elemento de reforço. O ensaio de porosidade seguiu a norma Volkswagen PV 3005 Por esse, foi possível verificar que para o compósito com fibra de vidro, quanto maior o teor de fibra, menor a porosidade apresentada pelo compósito. Para o compósito com aramida, a porosidade só diminui até 15%, após mantém-se constante. Este resultado pôde ser explicado pelo fato da aramida se apresentar na forma de polpa, dificultando a molhabilidade da resina. Como não há correlação linear entre porosidade e módulo de elasticidade para o compósito com fibra aramida, é proposto um modelo que seja apto à avaliação dos dois compósitos em questão. A utilização deste modelo visou a redução expressiva no tempo despendido e esforços de desenvolvimento de produtos, colaborando para a redução dos custos de projeto e aumento da competitividade destes produtos. A modelagem matemática simplificada proposta permitiu obter uma correlação entre o módulo de elasticidade e a porosidade. Os dados calculados através do modelo proposto concordam de forma satisfatória com os resultados experimentais.
The present work shows a simplified mathematical modeling focused on the modulus of elasticity in a friction material considering the inherent porosity of this material. The suggested model was developed based on the modified Law of Mixtures and equations proposed by Spriggs and Kingery. To obtain a simplified model a composite constituted of a binder and a reinforcement element was analyzed. Raw materials used in these tests were chosen based on raw materials most used in a friction industry, the binder used is a phenolic resin and reinforcing components are glass fiber and aramid fiber. The proposed model was verified based on the empirical data, analyzing two groups of composite material, one with a phenolic resin and fiber glass and another one with phenolic resin and aramid fiber. To understand the influence of the reinforcing components in the composite, the percentage of fibers was varied from 5% to 30%, the difference between samples is 5%. The materials were manufactured using the process typically used for friction materials, heat curing under pressure followed by heat treatment. The samples were tested under 3-points bending test procedure, according to ASTM D790-07 standard. In a preliminary analysis the minimum fraction of fiber that works as a reinforcing component is 2%, according to critical volume equation. Then in all the samples analyzed the fibers are acting as reinforcement elements. The porosity test was made according to VW PV 3005 standard Using this method, it was possible to verify that increasing the percentage of glass fiber the percentage of porosity decrease. For the aramid composite the percentage of porosity decreases up to 15% of fiber, from this point the value is kept constant. This result can be explained if we consider the fact that the aramid fiber is used in the pulp form, hindering the wettability of the resin. Since there is no linear correlation between porosity and elastic modulus for the composite with aramid fiber, it is proposed a model that is able to appraisal the two composites in question. The use of this model aims a significant reduction in time spent and resources on development, helping to reduce the project cost and increasing the product competitiveness. The simplified mathematical model proposed supported a correlation between modulus of elasticity and porosity. Data calculated by the proposed model agrees satisfactorily with the experimental results.

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Johansson, Maria. "Laborativt material, en resurs i klassrummet? : Sambandet mellan förståelse och laborativt material i mellanstadiets bråkräkning". Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64792.

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Syftet med den här studien var att undersöka hur användandet av laborativt material kan hjälpa eleverna att få en ökad förståelse i matematikundervisningen både inom bråk men även i övrigt matematiskt innehåll. De metoder som har använts i studien är intervju och observation och den teori som jag utgick från i min analys var variationsteorin. De som medverkade i intervjuerna var två lärare där en utav dem arbetar i årskurs 4 och den andra arbetar i årskurs 5. Resultatet av studien visade att de intervjuade lärarna gärna använde laborativt material i sin undervisning för att gynna undervisningen. Lärarna valde att använda materialet för att göra matematiken mer konkret, ge eleverna en bild av ett svårt begrepp men även för att skapa en variation i undervisningen. Lärarna som medverkade i studien ansåg även att laborativt material hade många fördelar när det användes i bråkundervisningen. Argument som lärarna lyfte stämde väl överens med vad litteraturen sa om att använda laborativt material.

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41

Saxena, Amit. "Mathematical modeling of horizontal twin roll thin strip casting process". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392309532.

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42

Savich, Paula y Sandra Pierce. "Innovations in Podcasting and Screencasting Course Materials To Bring Mathematics to Life". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80895.

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Online and other forms of distance learning are a permanent fixture in the educational landscape. Mathematics taught in distance formats pose an even greater challenge to students and teachers alike. As mathematics is a skill subject, demonstration of concepts and processes is crucial, if not critical, to learning, particularly to visual and kinesthetic learners. Video podcasts and screencasts are the answer to distance students’ need for demonstration and explanation of mathematical topics. In the current economic climate, however, expensive audio/video capture software and hardware, as well as a lack of technical media support, make it virtually impossible to create such course materials. Also, there is the question of ownership of intellectual property if created with institutional funds and/or resources. Free capture software and internet video hosting sites make it possible for an individual to create his or her own podcasts and screencasts for student use, retaining ownership of the created materials.Materials developed for online students can be made available to students in seated class. This benefits students who are unable to attend class, but can be made available to the entire class.

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Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.

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Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into teachersâ curriculum use, we face a critical shortage of information about preservice teachersâ use of mathematics curriculum materials. To address this gap, I conducted two separate but related qualitative studies focused on preservice teachersâ interactions with mathematics curriculum materials. The first study examined a teacher education activity in which 23 preservice elementary teachers analyzed sections of different mathematics curriculum materials and textbooks. The second study focused on three student teachersâ uses of mathematics curriculum materials and textbooks during their student-teaching internships. The overall purpose of these studies was to examine the views and experiences that appear to influence preservice teachersâ initial interpretations of Standards-based curriculum materials and to document preservice teachersâ experiences using Standards-based and other instructional resources during student teaching. I also aimed to explore how mathematics curriculum materials might be more carefully positioned to play a more critical role in preservice teacher learning throughout typical teacher education opportunities and also in teachersâ future use and learning with Standards-based curriculum materials and other instructional resources. Results of this manuscript dissertation indicated that preservice teachers found themselves immersed in professional development with mathematics curriculum materials, textbooks, and state curriculum guides during coursework and fieldwork experiences. They had the opportunity to develop an understanding of the variety of mathematics instructional resources available to them that were different from what they were used to, and also had opportunities to consider the unexpectedly complex nature of many of the materials. The preservice teachers found themselves negotiating balance between university coursework and fieldwork expectations as they evaluated, adapted and supplemented materials during coursework and fieldwork. The results from these chapters not only illustrate teacher learning with and about curriculum materials, but also point out opportunities within teacher education for preservice teachers to question well-established beliefs and practices regarding mathematics teaching and mathematics instructional resources as they encountered disequilibrium in multiple contexts. Overall results also highlight possible missed opportunities for learning and the importance of human resources within teacher education as it relates to preservice teachersâ encounters with mathematics curriculum materials and instructional resources.
Ed. D.

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Tegnelid, Maja. "Konkret material i matematikundervisning : Hur konkret material används i undervisningen i årskurs F-4 och vilka kunskaper som kan bedömas utifrån arbetet med detta material". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38969.

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I Sverige består matematikundervisningen till större del av att eleverna arbetar enskilt i läroboken. Tidigare forskning tyder på att lärare behöver ha variation i undervisningen och tillämpa olika undervisningsmetoder. Syftet med denna studie är att undersöka hur lärare arbetar med konkret material i matematikundervisningen samt hur de bedömer att eleven förstått det matematiska mål som användning av det konkreta materialet var avsett att leda till. Data samlades in via observationer och semistrukturerade intervjuer och analyserades genom kategoriseringar med hjälp av färgkodning. Resultatet visar hur lärare arbetar med konkret material men att det mest förekommer med enskilda elever som en anpassning och inte i helklass. Det visar även hur de kan bedöma att eleven förstått och uppnått det matematiska målet med hjälp av just konkret material genom att läraren är med eleven i situationen och eleven förklarar vad den gör. Slutsatsen är att konkret material fungerar som ett komplement för det abstrakta i matematikboken och som ger alla elever fler vägar att nå de matematiska målen.

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Ramírez, Marco Aurelio (Ramírez-Argáez) 1970. "Mathematical modeling of D.C. electric arc furnace operations". Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/8847.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2000.
Vita.
Includes bibliographical references (leaves 236-240).
A fundamental study of the Direct Current Electric Arc Furnace (DC-EAF) for steel-making has been carried out through the development of a rigorous mathematical model. The mathematical representation involves the simultaneous solution of Maxwell's equations for the electromagnetic fields, and the turbulent fluid flow and heat transfer equations. In solving the arc and bath regions it was assumed ( and justified) that the arc-bath interactions are dominated by the behavior of the arc. In contrast to previous modeling investigations, this work relaxes some critical assumptions and provides a more realistic and comprehensive representation of the system. This work also examines and compares the relative merits of alternative electromagnetic and turbulence formulations, and addresses the role of induced currents and compressibility effects in the representation of the arc. Furthermore, due allowance was made to represent and analyze the effect of gas injection, the presence of a slag layer in the bath and changes in anode configuration at the bottom of the reactor. Because of a lack of experimental information on actual or pilot plant DC-EAF systems, different aspects of the model were validated using several sources of experimental data reported in the literature for related systems. These included measurements on welding arcs, laboratory scale high-intensity carbon arcs, electromagnetically driven metallic systems, and ladle metallurgy physical models. It was found that, in general, the agreement between measurements and predictions was good. A detailed analysis was carried out to examine the effect of process parameters (e.g., arc current, arc length, bath dimensions, anode arrangements, etc) on the behavior of the furnace (e.g., heat transfer to the bath, heating efficiency, mixing times in the bath, etc). Predictions from the arc model show that all the arc characteristics are strongly coupled and that the arc physics is governed by the expansion of the arc. From a parametric study it was found that when the arc region (defined by the 10,000 K isotherm) is plotted in dimensionless form, a universal shape for the arc can be defined, regardless of the values of arc current or arc length. This universality was restricted to the range of conditions analyzed in this thesis, to arcs struck between graphite cathodes in air, and does not include the jet impingement region on the bath surface. This common arc expansion behavior suggested the universal nature of other arc characteristics. Universal maps of temperature, magnetic: flux density, and axial velocity are also reported in terms of simple analytical expressions. The practical effects of the two main process parameters of the arc region,. i.e. the arc current and the arc length, were analyzed. It was found that increasing the arc length significantly increases the arc resistance and, consequently, the arc power, although this behavior reached asymptotic values at larger arc lengths. Increasing the arc current, however, does not affect the arc voltage. Thus, it is found that increasing the arc power increases the amount of energy transferred into the bath, but the heat transfer efficiency decreases. Therefore, the shorter the arc the more efficient is the heat transfer to the bath. It is also recognized that heat transfer from the arc to the bath is controlled by convection, although radiation can become an important mechanism, especially for large arc lengths. Results of the bath model indicate that, in the absence of inert gas stirring and with no slag present in the system, electromagnetic body forces dominate and are responsible for the fluid flow patterns in the system. The effects of the arc determine the distributions of temperature and other mixing characteristics in the bath. The bath model was used to evaluate the effect of the main process parameters and design variables on mixing, refractory wear, temperature stratification, and heat transfer efficiency. An increase in the arc length is detrimental to mixing but increases the rate of heating in the melt as a result of the increased arc power. Increasing arc current improves mixing and the heat transferred to the bath, but is likely to be detrimental to the life of the bottom refractory. The results also suggest that high furnace aspect ratios (taller and thinner arc furnaces) are highly recommended because an increase in the aspect ratio increases mixing, prevents refractory wear, and promotes arc heating efficiency. The arc configuration in the furnace can be changed to control fluid flow patterns in the bath to meet specific needs, such as better mixing, or to prevent refractory wear. The presence of a top layer of slag reduces mixing and increases overall liquid temperatures. Injection of gases through the bottom in eccentric operations generates complex flow patterns that improve mixing in regions away from the symmetry axis. It is the author's belief that this model is a useful tool for process analysis in the DC-EAF. It has the capability to address many issues of current and future concern and represents one component of a fundamental approach to the optimization of DC-EAF operations.
by Marco Aurelio Ramírez.
Ph.D.

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46

Petersson, Malin y Caroline Bäckström. "How does a Government Lower Primary School in India work with mathematics? - A study on how the teachers’ mathematical beliefs affect the norms operating in the classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35819.

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Denna studie beskriver hur en kommunal grundskola i sydvästra Indien undervisar matematik.Vår frågeställning var: Hur fungerar en indisk statlig grundskola arbetar med matematik? Vilka är lärarnas uppfattningar om skolans sätt att undervisa? För att ha möjlighet att fördjupa oss i frågorna undersökte vi även Hur lärarnas föreställningar om matematik påverkar normerna i klassrummet utifrån ramen av Yack och Cobbs normteori. Det är en kvalitativ studie där vi utförde observationer av undervisningen och intervjuer med lärare och rektorn på skolan om deras syn på matematikundervisningen, under tre veckor. Vi samlade också information om och dokumenterade deras matematikverkstad.Utifrån våra intervjuer och observationer kunde vi dra slutsatsen att samtliga på skolan arbetade med en aktivitetsbaserad undervisning där matematik lärs med hjälp av manipulativt, laborativt material. De arbetade tillsammans i ett arbetslag med en strävan att uppfylla läroplanens mål och med en gemensam arbetsmetod. Vi fann också att lärarnas värderingar och föreställningar om hur matematik ska läras ut, påverkar de normer som verkar i klassrummet.Denna studie kan inte generaliserbar eftersom detta är en fallstudie på denna skola. Dock förespråkar den indiska läroplanen att undervisningen ska ske utifrån elevnära aktiviteter, men matematikverkstaden på denna skola var speciell och utvecklad på denna skola.
For our study, we visited a Government Lower Primary School in India to inquiry about how a school in another schooling context teaches mathematics. Our research questions were: How does an Indian Government Lower Primary School work with mathematics? What are the teachers' perceptions of the school’s teaching approach? In addition to these questions and to inquire deeper into this subject, we also investigated How do the teachers’ perceptions and method of teaching connect to Yackel and Cobb’s framework of the different kinds of norms operating in the classroom?We did a qualitative study, staying at the school for three weeks to interview teachers about their method of teaching mathematics as well as observing how they were teaching mathematics and the norms that operated in the classroom. We also gathered information about their mathematics laboratory. During our interviews and observations we came to the conclusion that the school worked with activity-based learning by using manipulative materials. All teachers as well as the principal cooperatively strived to meet the curricula objectives, with the same teaching approach. We also found that the teachers’ values and beliefs about how mathematics should be taught, affect the norms operating in the classroom.This study cannot be generalised for all schools in India or even in this area. This study is a minor study which only considered one particular school which used an interesting teaching method, activity-based learning with manipulatives.

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47

Andersson, Rebecca. "Laborativa material i grundskolans matematik : En kunskapsöversikt om hur laborativa material kan utveckla elevers förståelse och intresse för tal i bråkform". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38954.

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48

Stoleriu, Iulian. "Integro-differential equations in materials science". Thesis, University of Strathclyde, 2001. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21413.

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This thesis deals with nonlocal models for solid-solid phase transitions, such as ferromagnetic phase transition or phase separation in binary alloys. We discuss here, among others, nonlocal versions of the Allen-Cahn and Cahn-Hilliard equations, as well as a nonlocal version of the viscous Cahn-Hilliard equation. The analysis of these models can be motivated by the fact that their local analogues fail to be applicable when the wavelength of microstructure is very small, e. g. at the nanometre scale. Though the solutions of these nonlocal equations and those of the local versions share some common properties, we find many differences between them, which are mainly due to the lack of compactness of the semigroups generated by nonlocal equations. Directly from microscopic considerations, we derive and analyse two new types of equations. One of the equations approximately represents the dynamic Ising model with vacancy-driven dynamics, and the other one is the vacancy-driven model obtained using the Vineyard formalism. These new equations are being put forward as possible improvements of the local and nonlocal Cahn-Hilliard models, as well as of the mean-field model for the Ising model with Kawasaki dynamics.

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Woudberg, Sonia. "Laminar flow through isotropic granular porous media". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1320.

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Braun, Thomas R. "High Speed Model Implementation and Inversion Techniques for Smart Material Transducers". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-07302007-145144/.

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Smart material transducers are utilized in wide range of applications, including nanopositioning, fluid pumps, high accuracy, high speed milling, objects, vibration control and/or suppression, and artificial muscles. They are attractive because the resulting devices are solid-state and often very compact. However, the coupling of field or temperature tomechanical deformation, which makes these materials effective transducers, also introduces hysteresis and time-dependent behaviors that must be accommodated in device designs and models before the full potential of compounds can be realized. In this dissertation, we present highly efficient modeling techniques to characterize hysteresis and constitutive nonlinearities in ferroelectric, ferromagnetic, and shape memory alloy compounds and model inversion techniques which permit subsequent linear control designs.

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