Dissertations / Theses on the topic 'Function concept'
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Lambertus, Amanda Jane. "Students' understanding of the function concept concept images and concept definitions /." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03152007-101317/.
Full textViirman, Olov. "The function concept and university mathematics teaching." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31205.
Full textAkkoç, Hatice. "Students' understanding of the core concept of function." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/4053/.
Full textReed, Beverly M. "THE EFFECTS OF STUDYING THE HISTORY OF THE CONCEPT OF FUNCTION ON STUDENT UNDERSTANDING OF THE CONCEPT." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1195713522.
Full textBecker, Barbara A. Otto Albert D. "The concept of function misconceptions and remediation at the collegiate level /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203039.
Full textTitle from title page screen, viewed December 16, 2005. Dissertation Committee: Albert D. Otto (chair), John Dossey, Lotus Hershberger, Michael Plantholt, Gary Ramseyer, Beverly Rich. Includes bibliographical references (leaves 131-135) and abstract. Also available in print.
Hansson, Örjan. "Preservice teachers' views on the concept of function : a study including the utilization of concept maps." Licentiate thesis, Kristianstad University College, Department of Mathematics and Science, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6025.
Full textHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps /." Luleå, 2004. http://epubl.luth.se/1402-1757/2004/49.
Full textHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps." Licentiate thesis, Luleå tekniska universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26416.
Full textGodkänd; 2004; 20070131 (ysko)
Knight, Kelvin James Nicholas. "The myth of functional representation : neo-corporatism, guild socialism, citizenship and the concept of function." Thesis, London School of Economics and Political Science (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392616.
Full textHansson, Örjan. "Studying the views of preservice teachers on the concept of function." Doctoral thesis, Högskolan Kristianstad, Institutionen för matematik och naturvetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6608.
Full textHansson, Örjan. "Studying the views of preservice teachers on the concept of function /." Luleå : Department of Mathematics, Luleå University of Technology, 2006. http://epubl.ltu.se/1402-1544/2006/22/.
Full textBerawi, Mohammed Ali. "Distinguishing concept types in function models during the act of innovation." Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432698.
Full textGustafsson, Ulf. "Ventricular rotation and the rotation axis : a new concept in cardiac function." Doctoral thesis, Umeå universitet, Medicin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37187.
Full textDziuba, Edmund. "The function of the concept 'humanum' in the soteriology of Edward Schillebeeckx." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
Full textTyreman, Stephen John. "The concept of function in osteopathy and conventional medicine : a comparative study." Thesis, Open University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368805.
Full textCunningham, Timothy Wayne 1968. "Chains of function delivery : a role for product architecture in concept design." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/10074.
Full textVarshney, Nicole Memorice. "The effects of prior knowledge on concept learning : an issue of function compatibility." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24044.
Full textCardoso, Luciano Carvalho [UNIFESP]. "Linguagem e verdade: uma análise da lógica de Frege." Universidade Federal de São Paulo (UNIFESP), 2014. http://repositorio.unifesp.br/handle/11600/39266.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Em “Sobre o Sentido e a Referência”, Frege anuncia uma ruptura com seus trabalhos anteriores, notadamente a Conceitografia, na qual ele havia assumido que a igualdade era referente aos nomes e sinais representativos dos objetos. Como consequência dessa negação, Frege apresenta a estrutura de Sentido e Referência, como alternativa às possibilidades anteriormente apresentadas. Em decorrência dessa ruptura, a dimensão da filosofia analítica desenvolvida por Frege se amplia, revelando um complexo sistema no qual o verdadeiro se torna o ponto fundamental. Mostramos que, no processo de reformulação do significado do verdadeiro, Frege diferencia, ainda nos Fundamentos da Aritmética, o domínio do campo objetivo efetivo do campo objetivo não-efetivo, espaço lógico no qual as leis do ser verdadeiro encontram lugar como referência para as proposições que expressam o pensamento analítico. Visamos demonstrar que, partindo dessa fundamentação inicial, o autor almeja estabelecer uma conexão ontológica entre o pensamento e as leis do ser verdadeiro, o que lhe permite distinguir, em “Sobre o Sentido e Referência”, o pensamento que expressa uma representação ou ideia, pertencente ao domínio subjetivo, do pensamento que expressa as leis do ser verdadeiro, e que podem ser transmitidas em gerações, por pertencerem ao domínio objetivo não-efetivo. Buscamos estabelecer uma conexão entre essas diretrizes e a concepção de pensamento fregiano, justificando a composição deste como sendo uma estrutura que atende ao princípio de saturação, que não se articula na forma sujeito/predicado e que, para poder atender à necessidade lógica de passar do sentido para a referência e ser nomeado como o verdadeiro, se articula com a lógica extensional e, em um sentido ainda mais intrínseco, com uma lógica da existência, que surge como a estrutura basilar na qual se fundamenta o juízo, e sem o qual não poderia haver a validação ontológica do pensamento analítico de Frege.
In “On Sense and Reference”, Frege announces a break with his previous works, notably Ideography, in which he had assumed that equality was referring to the names and signals representative of the objects. As a result of this denial, Frege presents the structure of Sense and Reference, as an alternative to possibilities previously presented. Due to this break, the dimension of analytic philosophy developed by Frege expands, revealing a complex system in which the true becomes the key point. We show that, in the process of recasting the meaning of true, Frege differentiates, still in the Foundations of Arithmetic, the domain of effective objective field of the noneffective objective field , the logical space in which the laws of true being has a place as a reference to the propositions expressing analytical thinking. We aim to demonstrate that, based on this initial foundation, the author aims to establish an ontological connection between the thought and the laws of true being, allowing him to distinguish, in “On Sense and Reference”, the thought that expresses an idea or representation, belonging to subjective realm, of thought which expresses the laws of true being, and that can be transmitted in generations, because they belong to the non-effective objective field. We strive to establish a connection between these guidelines and the conception of fregian thought, justifying the composition of this as being a structure that follows the principle of saturation, which is not articulated in the form subject / predicate, and that in order to meet the logical necessity of moving beyond of sense to reference and be named as the true, articulates with the extensional logic and, in a more intrinsic meaning , with a logic of existence that emerges as the framework in which the judgment is based , and without which it could not be the ontological validation of analytical thinking Frege.
Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teacher's knowledge of the concept of a function." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/1833.
Full textThe purpose of the study was to investigate prospective 'A' level mathematics teachers’ knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teacher’s knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.
South Africa
Keepers, Jerry K. Dossey John A. "The effect of a CAS on the development of student understanding of the function concept in a precalculus course." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603517.
Full textTitle from title page screen, viewed May 2, 2006. Dissertation Committee: John Dossey (chair), Ronald Halinski, Lotus Hershberger, Thomas Shilgalis. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.
Foster, Jack Warren. "Development and implementation of a response-function concept for spent nuclear fuel cask analysis." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/17275.
Full textAdams, Thomasenia Lott. "The effects of graphing calculators and a model for conceptual change on community college algebra students' concept of function." Gainesville, FL, 1993. http://www.archive.org/details/effectsofgraphin00adam.
Full textCosta, Acylena Coelho. "Conhecimentos de estudantes universitários sobre o conceito de função." Pontifícia Universidade Católica de São Paulo, 2004. https://tede2.pucsp.br/handle/handle/11158.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present thesis concerns to a study of diagnosis character, which intention was to investigate the knowledge of universitary students about the function concept. The data analysis was based in Tall and Vinner theory about image and definition concepts constituted in the formation of the student scientific thought. It was analyzed the knowledge of eight students of the Mathematics course, who study at Universidade do Estado do Pará, enrolled in the discipline Calculo I. The data, obtained by the application of a questionary and by carrying out some interventions, were compared with others of similar researches (national and international ones). It was indicated that there were elements compounding image and definition concepts of researched subjects about function concept, which were not coherently related to the formal concept and with some similarity with those of the subjects investigated in the other researches
O presente trabalho apresenta um estudo de caráter diagnóstico, cujo intuito foi investigar conhecimentos de estudantes universitários sobre o conceito de função. A análise dos dados norteou-se pela teoria de Tall e Vinner sobre conceitos imagem e definição constituídos na formação do pensamento científico do estudante. Foram analisados os conhecimentos de oito estudantes do curso de Licenciatura em Matemática de uma Universidade pública do Estado do Pará, que cursavam a disciplina Cálculo I. Os dados foram obtidos pela aplicação de um questionário e realização de intervenções e foram confrontados com os de pesquisas similares (nacionais e internacionais). Houve indicações de que havia elementos compondo os conceitos imagem e definição dos sujeitos pesquisados sobre o conceito de função, não coerentemente relacionados ao formal e, com alguma similaridade com os dos sujeitos investigados nas outras pesquisas
Ronda, Erlina R., and res cand@acu edu au. "A Framework of Growth Points in Students’ Developing Understanding of Function." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp55.29082005.
Full textUnver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
Full textnver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo
functions&rdquo
in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo
9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo
s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
Raja-aho, Maarit, and Ellinor Bernhardsson. "Att förlåta eller inte, det är frågan : Om förlåtelsens och icke-förlåtelsens funktioner." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38414.
Full textPettersson, Annika. "Grafisk och algebraisk representation : Gymnasieelevers förståelse av linjära funktioner." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41777.
Full textDenna licentiatuppsats behandlar gymnasieelevers förståelse av linjära funktioners algebraiska och grafiska representation. Delar av elevers begreppsbilder, kallade begreppselement, har studerats som en metod att fånga deras förståelse. Fyra aspekter påverkar den grafiska representationen av en linjär funktionens algebraiska representation . Dessa aspekter är: parametern k, parametern m, skalan på koordinatsystemets axlar och funktionens definitionsmängd. Studien är kvalitativ och består av två delstudier. I första delen arbetade tre par elever med uppgifter som rör parametrarna k och m. I andra delen intervjuades åtta elever om uppgifter som behandlar linjära funktioner med olika definitionsmängder. Båda delstudierna innehöll en uppgift som berör aspekten lutning i ett inhomogent koordinatsystem (ett system med olika skalor på axlarna). När skalan på x-axeln förändras är funktionens k-värde, så kallad analytisk lutning, konstant medan den visuella lutningen förändras. Studiens viktigaste resultat: 1) Elever visar svårigheter att särskilja analytisk och visuell lutning. 2) Ordet startvärde kan leda till konceptuella problem när synlig skärningspunkt på y-axeln saknas. 3) Eleverna visade i stort sett inte några begreppselement i relation till definitionsmängd.
Feuerbacher, Erica Nan. "Natural concepts in the domestic dog." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12123/.
Full textMendonÃa, Adriana Ferreira. "SequÃncia Fedathi na formaÃÃo docente: o conceito de funÃÃo." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19279.
Full textO objetivo deste trabalho foi verificar se a proposta SequÃncia Fedathi contribui para o ensino do conceito matemÃtico de funÃÃo. Os participantes desta pesquisa foram professores de uma escola da rede pÃblica que fizeram uma formaÃÃo para apreenderem os fundamentos da proposta. Especificamente identificou-se as concepÃÃes docentes acerca deste conceito, contribuindo com sua (re)construÃÃo, discutiu-se elementos histÃricos e epistemolÃgicos e, ainda, analisou-se as mudanÃas na prÃtica docente apÃs a formaÃÃo continuada. A escolha da SequÃncia Fedathi foi associada à sua finalidade de orientar as aÃÃes docentes no processo de elaboraÃÃo e planejamento de aulas e, ainda, porque tem uma conexÃo muito forte com o ensino de conceitos ao valorizar a resoluÃÃo de problemas, a investigaÃÃo, generalizaÃÃo e formalizaÃÃo. As produÃÃes Andrade (2011), Fontenele (2013), Sousa (2015), Pinheiro (2016), Borges Neto (2013, 2017) fazem parte de nosso referencial acerca da proposta Fedathi, enquanto Descartes (1989), Kleiner (1989), Davis e Hersh (1986), Fischbein (2002) Ãvila (2010) compÃem a referencial sobre a intuiÃÃo e a formalizaÃÃo de conceitos. Metodologicamente, esta pesquisa empregou os princÃpios da etnometodologia com suporte na pesquisa participante que permitiu a interaÃÃo do pesquisador com os participantes da pesquisa, flexibilidade para mudanÃas de percurso devido Ãs visÃes dos sujeitos e Ãnfase no processo. Os resultados apontam para mudanÃas significativas nas atitudes dos professores que consideraram que a proposta Fedathi contribui no ensino do conceito de funÃÃo e que pode ser utilizada em contextos diversos propiciando uma aula mais dinÃmica, com a participaÃÃo ativa dos alunos.
Rodriguez, Cutilla Pedro. "Application of mass spectrometry and proteomics to study kidney function : the concept of renal intracrine regulation." Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407149.
Full textVanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: Interrelationships of Cognition, Function, Self-Concept, Personal and Interpersonal Relationships." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/7445.
Full textVanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: Interrelationships of Cognition, Function, Self-Concept, Personal and Interpersonal Relationships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7446.
Full textKotte, Jens, Carsten Schmeichel, Adrian Zlocki, Hauke Gathmann, and Lutz Eckstein. "Concept of an enhanced V2X pedestrian collision avoidance system with a cost function–based pedestrian model." Taylor & Francis, 2017. https://publish.fid-move.qucosa.de/id/qucosa%3A72238.
Full textAgnell, Emma. "Terminology and function hybridity : A functionalist approach to the translation of an art history book." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56717.
Full textVanhook, Patricia McKenzie. "Comeback of Appalachian Female Stroke Survivors: The Interrelationships of Cognition, Function, Self-Concept, Interpersonal, and Social Relationships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2246.
Full textVanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: The Interrelationships of Cognition, Function, Self-Concept, Interpersonal, and Social Relationships." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7437.
Full textBrady, Lori Ann. "Application of the Herschel-Quincke Tube Concept to Higher-Order Acoustic Modes in Two-Dimensional Ducts." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/31479.
Full textMaster of Science
Farouj, Younes. "Structured anisotropic sparsity priors for non-parametric function estimation." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSEI123/document.
Full textThe problem of estimating a multivariate function from corrupted observations arises throughout many areas of engineering. For instance, in the particular field of medical signal and image processing, this task has attracted special attention and even triggered new concepts and notions that have found applications in many other fields. This interest is mainly due to the fact that the medical data analysis pipeline is often carried out in challenging conditions, since one has to deal with noise, low contrast and undesirable transformations operated by acquisition systems. On the other hand, the concept of sparsity had a tremendous impact on data reconstruction and restoration in the last two decades. Sparsity stipulates that some signals and images have representations involving only a few non-zero coefficients. The present PhD dissertation introduces new constructions of sparsity priors for wavelets and total variation. These construction harness notions of generalized anisotropy that enables grouping variables into sub-sets having similar behaviour; this behaviour can be related to the regularity of the unknown function, the physical meaning of the variables or the observation model. We use these constructions for non-parametric estimation of multivariate functions. In the case of wavelet thresholding, we show the optimality of the procedure over usual functional spaces before presenting some applications on denoising of image sequence, spectral and hyperspectral data, incompressible flows and ultrasound images. Afterwards, we study the problem of retrieving activity patterns from functional Magnetic Resonance Imaging data without incorporating priors on the timing, durations and atlas-based spatial structure of the activation. We model this challenge as a spatio-temporal deconvolution problem. We propose the corresponding variational formulation and we adapt the generalized forward-backward splitting algorithm to solve it
Kittane, Santusht Vasuki, and Preetham Harinath. "An evasive manoeuvre assist function for over-reactive drivers." Thesis, KTH, Fordonsdynamik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-243293.
Full textNkomo, Dion, and Mbulungeni Madiba. "The compilation of multilingual concept literacy glossaries at the University of Cape Town: a lexicographical function theoretical approach." Lexikos, 2011. http://hdl.handle.net/10962/67548.
Full textThis article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
Leão, Alex Sandro Gomes. "METODOLOGIA DE RESOLUÇÃO DE PROBLEMAS: ENSINO E APRENDIZAGEM DE FUNÇÕES NO ENSINO FUNDAMENTAL." Universidade Franciscana, 2009. http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/172.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This paper has as an aim the invstigation about the possibilities that Problem Resolution methodology offers to the teaching and learning process of the function concepts in an elementary school eighth grade group. The justification is supported on the fact of adopting a methodology of teaching which is able to offer to students a contact with day-by-day problems, allowing the development of resolution, interpretation and analysis of the results obtained. The research has been developed with a qualitative and quantitative approach, based on data collected through an interactive observation of the activities proposed, as well as the documents produced by the students. Having as basis the theoretical presuppositions that characterize the concept of image and the concept of definition, on particular reflections and on the research goals, the data analysis has been established. This analysis enabled to prove that the Problem Resolution methodology has enabled the comprehension of the concepts of functions and its properties, as well as the skill development of problem resolution. Through analysis it was also possible to realize a change in the students‟ attitude during the investigation. The work has arisen interest and motivation to the study of functions. It is also possible to conclude that group work strategy has allowed the creation of a discussion, reflection and argumentation environment, that is, it has generated a favorable environment to Math learning.
Este trabalho tem como foco a investigação sobre as possibilidades que a metodologia de Resolução de Problemas oferece ao processo de ensino e aprendizagem dos conceitos de funções em uma turma de oitava série do ensino fundamental. A justificativa sustenta-se no fato de poder adotar uma metodologia de ensino capaz de oferecer aos alunos o contato com problemas do dia a dia, possibilitando o desenvolvimento de capacidade de resolução, de análise e interpretação dos resultados obtidos. A pesquisa foi desenvolvida com uma abordagem qualitativa e quantitativa , com base em dados coletados por meio da observação participante das atividades propostas e dos documentos produzidos pelos alunos.Tendo como base os pressupostos teóricos que caracterizam o conceito imagem e conceito definição, em reflexões próprias e nos objetivos da pesquisa estabeleceu-se a análise dos dados. Por essa análise pôde-se comprovar que a metodologia de Resolução de Problemas possibilitou a compreensão dos conceitos de funções e de suas propriedades, bem como o desenvolvimento de habilidades de resolução de problemas.Com a análise percebeu-se também mudanças de atitudes dos alunos durante a investigação, que tinha despertado o interesse e motivação para estudar o conteúdo de funções. Pode-se concluir também que a estratégia proposta de trabalhar em grupo, permitiu a criação de um ambiente de discussão, reflexão e argumentação, ou seja, gerou um ambiente favorável à aprendizagem da matemática.
Masebe, Tshidiso Phanuel. "The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5086.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
Cochran, Kyle M. "Math and math-in-school changes in the treatment of the function concept in twentieth century secondary algebra textbooks /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8235.
Full textThesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Buck, Dave. "Explaining age-related problem-solving differences on concept identification problems as a function of problem content, strategies, and stereotypes." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1165.
Full textTitle from document title page. Document formatted into pages; contains vi, 86 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 62-65).
Geyer, Xanthe Amanda. "Correction, addition and deletion : memory and its function in creating "visual narratives" (and identity) in photographic art." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002198.
Full textFransson, Jonas. ""F av x är väl egentligen y?" : En studie om gymnasieelevers förståelse för funktionsbegreppet och dess representationer." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26715.
Full textThe aim with this thesis has been to study Swedish high school students’ comprehension for theconcept of a function. The theoretical starting point has been to study the students’ ability tochange between different forms of representations of a function and study their comprehensionfor the relation between the different representations. The students’ ability to use mathematicalreasoning has also been a crucial part for the thesis, and therefore research on mathematicalreasoning has also been an important part. Three high school classes were given a test, whichsought to test their ability to change between different forms of representation. In addition to thetest three students were interviewed, so that the students’ ability to reason would be possible toanalyze. The results came to show that some students have difficulties to change between someof the representations but between others it’s far easier for them. The results also showed thatthe students were trained in algorithmically thinking, and that it was difficult to reason creativelyabout the concept of a function. The students also had trouble separating a function from therelated concept of equations.
Saidah, Edouard. "The role of the graphing calculator in teaching and learning of the concept of function : observations in a mathematics classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54289.pdf.
Full textGillespie, Betty Lynn. "Stress and the feminine self-concept : responses to feminine and gender-neutral stressors as a function of feminine self-evaluation /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072446/.
Full textNordqvist, Petter. "System order and function in urban sanitation governance : Exploring the concept of polycentric systems in the city of Kampala, Uganda." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94965.
Full textDunn, Nadine. "When white Afrikaans-speaking adolescents from divorced families function resiliently : an overview of the protective antecedents / by Nadine Dunn." Thesis, North-West University, 2008. http://hdl.handle.net/10394/3096.
Full textThesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.