1000 resultados para Séries iniciais
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This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piauí. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school
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This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.
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Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching
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Universidade Federal do Rio Grande do Norte
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Foi conduzido um experimento com o objetivo de avaliar fontes e níveis de proteína em rações iniciais para leitões desmamados aos 21 dias de idade. Utilizou-se um delineamento inteiramente casualizado em esquema fatorial 2 x 2 x 2, onde foram estudados os fatores: tipos de dieta (soro de leite em pó e farinha de peixe + lactose), níveis de proteína bruta (20,0% e 24,0%) e pesos dos leitões ao desmame (< 6,0 e > 6,0 kg), totalizando oito tratamentos com quatro repetições cada. O desempenho de leitões desmamados aos 21 dias de idade alimentados com rações contendo farinha de peixe + lactose foi superior ao dos leitões que consumiram apenas o soro de leite em pó. O nível de 24% de proteína bruta nas rações foi mais eficiente, sobretudo com a combinação farinha de peixe + lactose. Concluiu-se que os tipos de dietas estudados não exerceram efeito sobre os parâmetros histológicos e que a altura das vilosidades é uma função direta do peso do leitão.
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The opening of the Brazilian market of electricity and competitiveness between companies in the energy sector make the search for useful information and tools that will assist in decision making activities, increase by the concessionaires. An important source of knowledge for these utilities is the time series of energy demand. The identification of behavior patterns and description of events become important for the planning execution, seeking improvements in service quality and financial benefits. This dissertation presents a methodology based on mining and representation tools of time series, in order to extract knowledge that relate series of electricity demand in various substations connected of a electric utility. The method exploits the relationship of duration, coincidence and partial order of events in multi-dimensionals time series. To represent the knowledge is used the language proposed by Mörchen (2005) called Time Series Knowledge Representation (TSKR). We conducted a case study using time series of energy demand of 8 substations interconnected by a ring system, which feeds the metropolitan area of Goiânia-GO, provided by CELG (Companhia Energética de Goiás), responsible for the service of power distribution in the state of Goiás (Brazil). Using the proposed methodology were extracted three levels of knowledge that describe the behavior of the system studied, representing clearly the system dynamics, becoming a tool to assist planning activities
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The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.
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GPS active networks are more and more used in geodetic surveying and scientific experiments, as water vapor monitoring in the atmosphere and lithosphere plate movement. Among the methods of GPS positioning, Precise Point Positioning (PPP) has provided very good results. A characteristic of PPP is related to the modeling and/or estimation of the errors involved in this method. The accuracy obtained for the coordinates can reach few millimeters. Seasonal effects can affect such accuracy if they are not consistent treated during the data processing. Coordinates time series analyses have been realized using Fourier or Harmonics spectral analyses, wavelets, least squares estimation among others. An approach is presented in this paper aiming to investigate the seasonal effects included in the stations coordinates time series. Experiments were carried out using data from stations Manaus (NAUS) and Fortaleza (BRFT) which belong to the Brazilian Continuous GPS Network (RBMC). The coordinates of these stations were estimated daily using PPP and were analyzed through wavelets for identification of the periods of the seasonal effects (annual and semi-annual) in each time series. These effects were removed by means of a filtering process applied in the series via the least squares adjustment (LSQ) of a periodic function. The results showed that the combination of these two mathematical tools, wavelets and LSQ, is an interesting and efficient technique for removal of seasonal effects in time series.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
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Data clustering is applied to various fields such as data mining, image processing and pattern recognition technique. Clustering algorithms splits a data set into clusters such that elements within the same cluster have a high degree of similarity, while elements belonging to different clusters have a high degree of dissimilarity. The Fuzzy C-Means Algorithm (FCM) is a fuzzy clustering algorithm most used and discussed in the literature. The performance of the FCM is strongly affected by the selection of the initial centers of the clusters. Therefore, the choice of a good set of initial cluster centers is very important for the performance of the algorithm. However, in FCM, the choice of initial centers is made randomly, making it difficult to find a good set. This paper proposes three new methods to obtain initial cluster centers, deterministically, the FCM algorithm, and can also be used in variants of the FCM. In this work these initialization methods were applied in variant ckMeans.With the proposed methods, we intend to obtain a set of initial centers which are close to the real cluster centers. With these new approaches startup if you want to reduce the number of iterations to converge these algorithms and processing time without affecting the quality of the cluster or even improve the quality in some cases. Accordingly, cluster validation indices were used to measure the quality of the clusters obtained by the modified FCM and ckMeans algorithms with the proposed initialization methods when applied to various data sets
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The area studied is located on the north-easternmost portion of the Borborema Province, on the so-called São José de Campestre Massif, States of RN and PB, Northeast Brazil. Field relations and petrographic, geochemical and isotope data permitted the separation of five suites of plutonic rocks: alkali-feldspar granite (Caxexa Pluton), which constitutes the main subject of this dissertation, amphibole-biotite granite (Cabeçudo Pluton), biotite microgranite, gabbronorite to monzonite (Basic to Intermediate Suite) and aluminous granitoid. The Caxexa Pluton is laterally associated to the Remígio Pocinhos Shear Zone, with its emplacement along the mylonitic contact between the gneissic basement and the micashists. This pluton corresponds to a syntectonic intrusion elongated in the N-S direction, with about 50 km2 of outcropping surface. It is composed exclusively of alkali-feldspar granites, having clinopyroxene (aegirine-augite and hedenbergite), andradite-rich garnet, sphene and magnetite. It is classified geochemically as high silica rocks (>70 % wt), metaluminous to slightly peraluminous (normative corindon < 1%), with high total alkalis (>10% wt), Sr, iron number (#Fe=90-98) and agpaitic index (0.86-1.00), and positive europium anomaly. The Cabeçudo Pluton is composed of porphyritic rocks, commonly containing basic to intermediate magmatic enclaves often with mingling and mixing textures. Petrographically, it presents k-feldspar and plagioclase phenocrysts as the essential minerals, besides the accessories amphibole, biotite, sphene and magnetite. It is metaluminous and shows characteristics transitional between the calc-alkaline and alkaline series (or monzonitic subalkaline). Its REE content is greater than those ones of the Caxexa Pluton and biotite microgranite, and all spectra have negative europium anomalies. The biotite microgranites occur mainly on the central and eastern portion of the mapped area, as dykes and sheets with decimetric thickness, hosted principally in orthogneisses and micashists. Their field relationships as regards the Caxexa and Cabeçudo plutons suggested that they are late-tectonic intrusions. They are typically biotite granites, having also sphene, amphibole, allanite, opaques and zircon in the accessory assemblage. Geochemically they can be distinguished from the porphyritic types because the biotite microgranites are more evolved, peraluminous, and have more fractionated REE spectra. The Basic to Intermediate rocks form a volumetrically expressive elliptical, kilometric scale body on the Southeast, as well as sheets in micashists. They are classified as gabbronorites to monzonites, with the two pyroxenes and biotite, besides subordinated amounts of amphibole, sphene, ilmenite and allanite. These rocks do not show a well-defined geochemical trend, however they may possibly represent a monzonitic (shoshonitic) series. Their REE spectra have negative europium anomalies and REE contents greater than the other suites. The aluminous granitoids are volumetrically restricted, and have been observed in close association with migmatised micashists bordering the gabbronorite pluton. They are composed of almandine-rich garnet, andalusite, biotite and muscovite, and are akin to the peraluminous suites. Rb-Sr (whole rock) and Sm-Nd (whole-rock and mineral) isotopes furnished a minimum estimate of the crystallization (578±14 Ma) and the final resetting age of the Rb-Sr system (536±4 Ma) in the Caxexa Pluton. The aluminous granitoid has a Sm-Nd garnet age similar to that one of the Caxexa Pluton, that is 574±67 Ma. The strong interaction of shear bands and pegmatite dykes favoured the opening of the Rb-Sr system for the Caxexa Pluton and biotite microgranite. The amphibole-plagioclase geothermometer and the Al-in amphibole geobarometer indicate minimum conditions of 560°C and 7 kbar for the Cabeçudo Pluton, 730°C and 6 kbar for the microgranite and 743°C and 5 kbar for the basic to intermediate suite. The Zr saturation geothermometer reveals temperatures of respectively 855°C, 812°C and 957°C for those suites, whereas the Caxexa Pluton shows temperatures of around 757°C. The Caxexa, Cabeçudo and microgranites suites crystallized under high fO2 (presence of magnetite). On the other hand, the occurrence of ilmenite suggests less oxidant conditions in the basic to intermediate suite. Field relations demonstrate the intrusive character of the granitoids into a tectonically relatively stable continental crust. This is corroborated by petrographic and geochemical data, which suggest a late- or post-collisional tectonic context. It follows that the generation and emplacement of those granitoid suites is related to the latest events of the Brasiliano orogeny. Finally, the relationships between eNd (600 Ma), TDM (Nd) and initial Sr isotope ratio (ISr) do not permit to define the precise sources of the granitoids. Nevertheless, trace element modelling and isotopic comparisons suggest the participation of the metasomatised mantle in the generation of these suites, probably modified by different degrees of crustal contamination. In this way, a metasomatised mantle would not be a particular characteristic of the Neoproterozoic lithosphere, but a remarkable feature of this portion of the Borborema Province since Archaean and Paleoproterozoic times.
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The final stage of Brasiliano/Pan-African orogeny in the Borborema Province is marked by widespread plutonic magmatism. The Serra da Macambira Pluton is an example of such plutonism in Seridó Belt, northeastern Borborema Province, and it is here subject of geological, petrographic, textural, geochemical and petrogenetic studies. The pluton is located in the State of Rio Grande do Norte, intrusive into Paleoproterozoic orthogneisses of the Caicó Complex and Neoproterozoic metassupracrustal rocks of the Seridó Group. Based upon intrusion/inclusion field relationships, mineralogy and texture, the rocks are classified as follows: intermediate enclaves (quartz-bearing monzonite and biotite-bearing tonalite), porphyritic monzogranite, equigranular syenogranite to monzogranite, and late granite and pegmatite dykes. Porphyritic granites and quartz-bearing monzonites represent mingling formed by the injection of an intermediate magma into a granitic one, which had already started crystallization. Both rocks are slightly older than the equigranular granites. Quartz-bearing monzonite has K-feldspar, plagioclase, biotite, hornblende and few quartz, meanwhile biotite-bearing tonalite are rich in quartz, poor in K-feldspar and hornblende is absent. Porphyritic and equigranular granites display mainly biotite and rare hornblende, myrmekite and pertitic textures, and zoned plagioclase pointing out to the relevance of fractional crystallization during magma evolution. Such granites have Rare Earth Elements (REE) pattern with negative Eu anomaly and light REE enrichment when compared to heavy REE. They are slight metaluminous to slight peraluminous, following a high-K calc-alkaline path. Petrogenesis started with 27,5% partial melting of Paleoproterozoic continental crust, generating an acid hydrous liquid, leaving a granulitic residue with orthopyroxene, plagioclase (An40-50), K-feldspar, quartz, epidote, magnetite, ilmenite, apatite and zircon. The liquid evolved mainly by fractional crystallization (10-25%) of plagioclase (An20), biotite and hornblende during the first stages of magmatic evolution. Granitic dykes are hololeucocratic with granophyric texture, indicating hypabissal crystallization and REE patterns similar to A-Type granites. Preserved igneous textures, absence or weak imprint of ductile tectonics, association with mafic to intermediate enclaves and alignment of samples according to monzonitic (high-K calcalkaline) series all indicate post-collisional to post-orogenic complexes as described in the literature. Such interpretation is supported by trace element discrimination diagrams that place the Serra da Macambira pluton as late-orogenic, probably reflecting the vanishing stages of the exhumation and collapse of the Brasiliano/Pan-African orogen.
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OBJETIVO: Verificar a influência de dois diferentes intervalos de recuperação (IR) entre as séries no exercício leg-press sobre o número e sustentabilidade das repetições e no volume total, em idosas não treinadas. MÉTODOS: Onze idosas (66,5 ± 5,0 anos; 59,2 ± 9,1kg; 146,4 ± 34,9cm) foram submetidas a duas sessões experimentais de exercícios com pesos com intensidade de 15 repetições máximas. Cada sessão experimental foi composta por três séries realizadas até a fadiga muscular utilizando IR de um (IR-1) ou três minutos (IR-3). As sessões experimentais foram separadas por, no mínimo, 48 horas. Todas as participantes realizaram ambos os protocolos e um delineamento cross-over balanceado foi utilizado para determinar a ordem das sessões experimentais. RESULTADOS: Para ambos os IR entre as séries, reduções significativas (P < 0,05) no número e na sustentabilidade das repetições foram observadas da primeira para a segunda e terceira séries e da segunda para a terceira séries. Diferenças significativas (P < 0,05) entre os IR foram observadas nas duas séries finais. O volume total da sessão realizada com IR-3 foi estatisticamente superior (20,4%; P < 0,05) quando comparada a sessão IR-1. CONCLUSÃO: O número e a sustentabilidade das repetições e o volume total de treino de idosas não treinadas são influenciados pelo IR empregado entre as séries. Maiores IR devem ser utilizados quando a finalidade for otimizar o volume de treino por meio da sustentabilidade das repetições. Em contrapartida, menores IR devem ser utilizados quando a meta for obter maiores níveis de fadiga muscular.
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On Physical Education, little has been discussed about the function of textbook and its development into the school. So, the purpose of this study was to establish the biggest criticisms made about didactic books and reflect about the production of this materials for this discipline. It is discussed that the textbook, like one of the possible materials, can help the teachers at school practice, as it will be working as a reference to be transformed by teachers, according to the reality they are insert, and considering the students needs, in a new perspective of Physical education.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)