Teses / dissertações sobre o tema "Problemas de plalbras (Matemáticas)"
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Door, Cabezas Carlos Augusto. "Matemáticas Financieras: ejercicios y problemas". Universidad Peruana de Ciencias Aplicadas - UPC, 2006. http://hdl.handle.net/10757/272522.
Texto completo da fonteSolano, Palma Viviana. "Problemas espectrales en el grafeno". Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/146667.
Texto completo da fonteEl objetivo de esta Tesis es analizar el espectro de un operador Hamiltoniano definido en la red hexagonal del grafeno. Se describen completamente las regiones donde las soluciones son acotadas y no acotadas, se define una base que permite determinar las soluciones en toda la red hexagonal y se estudia el soporte de ciertas funciones definidas en esta red.
Este trabajo ha sido parcialmente financiado por Becas Conicyt, el Centro de Modelamiento Matemático (CMM) y el Instituto de Ciencias Matemáticas (ICMAT)
Gálvez, Verdugo Waldo Elías. "Algoritmos en línea para problemas de balanceamiento robusto". Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/137502.
Texto completo da fonteEn este trabajo se estudia una versión en línea del problema de Cubrimiento de Máquinas Paralelas. En este problema buscamos asignar trabajos a una cierta cantidad de máquinas idénticas, maximizando la carga de la máquina menos cargada. En el problema en linea los trabajos son revelados uno a uno sucesivamente, y ante la llegada de cada trabajo el programador debe decidir a qué máquina asignar el trabajo. A diferencia del modelo clásico, donde las decisiones son irrevocables, se considera un modelo dinámico introducido por Sanders et al. \cite{SSS09}. En este modelo, ante la llegada de un trabajo nuevo, algunos trabajos anteriores pueden ser reasignados. Sin embargo la carga total de trabajos migrados debe ser a lo más proporcional al tamaño del trabajo entrante. La constante de proporcionalidad se denomina \emph{factor de migración} del algoritmo, y mide la robustez de las soluciones construidas. En primer lugar se estudian algoritmos de búsqueda local, ya que gran parte de estos algoritmos pueden ser adaptados de manera sencilla al contexto en línea con migración. Se demuestra que para la vecindad de \emph{Saltos} e \emph{Intercambios}, el factor de aproximación de una solución localmente óptima yace en el intervalo $[1.691, 1.723]$. Además, usando técnicas de sensibilidad para programación entera, se da una vecindad para la cual las soluciones localmente óptimas son $(1+\e)$-aproximadas y pueden ser halladas en una cantidad polinomial de iteraciones, obteniéndose un PTAS basado exclusivamente en búsqueda local. Posteriormente se analizan y diseñan algoritmos para el problema en línea con migración. El primer resultado es una mejora en la cota inferior del factor de competitividad alcanzable con migración constante de $\frac{20}{19}$ obtenida por Skutella y Verschae \cite{SV10} a $\frac{17}{16}$. Luego, utilizando un procedimiento de redondeo para la instancia distinto al usado en trabajos anteriores, denominado redondeo a múltiplos, se diseña una versión en línea de optimalidad local respecto a saltos con factor de migración $O\left(\frac{1}{\e}\log\frac{1}{\e}\right)$. Modificando esta propiedad levemente, se obtiene un algoritmo $\left(\frac{3}{2} + \e\right)$-competitivo usando factor de migración $O\left(\frac{1}{\e}\log\frac{1}{\e}\right)$. Finalmente, explotando la simetría otorgada por el redondeo a múltiplos, se diseña una versión en línea de $\LPT$, que es una $(\frac{4}{3}+\e)$-aproximación para el problema de Cubrimiento de Máquinas, con factor de migración $O\left(\frac{1}{\e^3}\log\frac{1}{\e}\right)$. Usando la intuición generada por esta simetría junto a las técnicas de programación entera y \emph{configuraciones} de máquinas, se obtiene un nuevo programa entero para el problema que es más simple y abre las puertas a obtener un PTAS para el problema de Minimización de Makespan en línea cuyo factor de migración tenga dependencia polinomial en $\frac{1}{\e}$, lo que aún es un problema abierto.
Torres, Ninahuanca Carlos. "Creación de problemas sobre funciones cuadráticas por profesores en servicio mediante una estrategia que integra nociones del análisis didáctico". Master's thesis, Pontificia Universidad Católica del Perú, 2016. http://tesis.pucp.edu.pe/repositorio/handle/123456789/7226.
Texto completo da fonteIn recent years, mathematical problem posing has been gaining considerable attention as a tool to innovate the role of problem solving in mathematics teaching and learning. This role about problem posing should be handled by mathematics teacher, who must have the competence to develop it. This study explores problem posing by means of a strategy mathematical problem posing which involves notions of didactic analysis and it pretends to contribute in how we formulate mathematical problems with didactical emphasis for teaching and learning in quadratic functions environment. For this purpose, problem posing workshop with in-service teachers are implemented and these activities include didactical experiences, cognitive and epistemic configurations, analysis of mathematical practices, these two last tools belong to the onto-semiotic approach of cognition and mathematical instruction (OSA), besides that the posed problems focus in didactical aspects are assessed through a rubric which has been developed using indicators of didactical suitability introduced in the OSA. By using a case study and the methodological procedures such as triangulation of research and content analysis, the results of the study show evidence to indicate a relationship between problem-posing and problem solving. We state this relationship based in our results and these confirm another results found in the literature about problem posing (e.g. Yuan & Sriraman, 2011; Cai & Hwang, 2002; Crespo, 2003; Silver, 2013; Abu-Elwan, 1999; Kar, Ozdemir, Ipek, & Albayrak, 2010). Finally, some suggestions and recommendations for further research which use the strategy implemented in this study are provided.
Tesis
Parreño, Torres Francisco. "Algoritmos heurísticos y exactos para problemas de corte no guillotina en dos dimensiones". Doctoral thesis, Universitat de València, 2004. http://hdl.handle.net/10803/9735.
Texto completo da fonteThe constrained two-dimensional cutting problem consists of satisfying the demands of small pieces from a set of large stock sheets with the objective of maximizing the total value of the pieces cut. In this work we have studied two particular two-dimensional cutting problems in which both pieces and stock sheets are rectangular and non-guillotine cuts are allowed. The Pallet Loading Problem (PLP) arises whenever identical rectangular boxes have to be packed on a rectangular pallet. Though the problem is initially three-dimensional, practical considerations usually mean that the boxes must be placed orthogonally with respect to the edges of the pallet, and in layers in which the vertical orientation of the boxes is fixed. With these restrictions the problem becomes the two-dimensional problem of packing a large rectangle, pallet, with the maximum number of small identical rectangles, boxes. The problem has many practical applications in distribution and logistics. We have developed a branch and cut algorithm for that problem. The 0-1 formulation proposed by Beasley for cutting problems is adapted to the problem, adding new constraints and new procedures for variable reduction. We then take advantage of the relationship between this problem and the maximum independent set problem to use the partial linear description of its associated polyhedron. Finally, we exploit the specific structure of our problem to define the solution graph and to develop efficient separation procedures. We present computational results for the complete sets Cover I (up to 50 boxes) and Cover II (up to 100 boxes) which .had not been previously solved. In a second phase, we have developed a heuristic algorithm, based on Tabu Search, that solves efficiently problems with up to 150 boxes. In the second problem studied several types of pieces can be cut from the large stock rectangle. For this problem we have developed a greedy randomized adaptive search procedure (GRASP). We investigate several strategies for the constructive and improvement phases and several choices for critical search parameters. We perform extensive computational experiments with well known instances previously reported, which show that our algorithm improves the best known results in terms of quality and computing time.
Silva, Risco Pilar. "Aplicación de los procesos didácticos para mejorar las competencias matemáticas". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11500.
Texto completo da fonteTrabajo académico
Mesía, Vargas Gladis Wildora. "Jugando aprendo a resolver problemas matemáticos". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/15476.
Texto completo da fonteTrabajo académico
Dávila, Rocca Jorge Armando. "Análisis de organizaciones matemáticas del Método Singapur para la resolución de problemas aritméticos". Master's thesis, Pontificia Universidad Católica del Perú, 2021. http://hdl.handle.net/20.500.12404/19817.
Texto completo da fonteThe following work answers the following research question: What is the scope of the Singapore method in terms of the arithmetic problems it addresses and how have they been organized in the proposal based on this method? The most important research on this methodology has been carried out in Singapore by the team of teachers from schools such as National Institute of Education and Nanyang Technological University and in Latin America, however, there are no work that specifically delves into the mathematical organizations involved in problem solving. This work aims to point in that direction. The overall objective of the research is to identify a mathematical organization of the arithmetic problems addressed in a collection of primary texts that follow the Singapore method model for this we take as a theoretical framework for the anthropological theory of the didactics onwards (TAD) proposed by Chevallard (1999) that presents the notion of praxeology, is as well as the notions of type of task , technique, technology and theory allow us to model mathematical activity and allows us to study the mathematical practices that are carried out in the so-called Singapore method. For this, we take as a theoretical framework the anthropological theory of the didactic onwards (TAD), proposed by Chevallard (1999), which presents the notion of praxeology. This is how the notions of type of task, technique, technology and theory allow to model the mathematical activity. As a result of our work, we present an Epistemological Reference Model (MER) for the classification of arithmetic problems, which allow the identification of a mathematical organization for these problems in the Prime Mathematics of Singapore textbooks.
Roque, Guerrero Rosario Josefina. "Estrategias de resolución de problemas para mejorar las competencias matemáticas: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10558.
Texto completo da fonteTrabajo académico
Accinelli, Elvio. "Nota sobre las condiciones de transversalidad en problemas de control óptimo". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/96339.
Texto completo da fonteCruzado, Quispe Ever Franklin. "Problemas de optimización mediados por el geogebra que movilizan el concepto de derivada de funciones reales de variable real en estudiantes de ingeniería". Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12040.
Texto completo da fonteThe purpose of this research is to analyze how students from different engineering careers coordinate semiotic representation registers when solving optimization problems by mobilizing the derivative concept of real functions of real variable. Therefore, we consider as a research question. Do optimization problems in which is necessary to mobilize the concept of derivative of real functions of real variable favors the coordination between the different registers of semiotic representation in engineering students? For this study, we take the Theory of Semiotic Representation Registers as theoretical framework and as research method we use aspects of the case study. This theoretical framework allowed us to analyze why students have difficulties when solving optimization problems. For the experimental part of the research two optimization problems were elaborated mediated by the Geogebra and applied to students of Mechanical Engineering of a peruvian national university. The analysis of the results obtained by the students shows that there are difficulties when coordinating the registers in natural language, figural, algebraic and graphic, however it is concluded that the proposed optimization problems favor such coordination, since in the second optimization problem the students perform treatments and conversions in the mentioned registers with less difficulty respect to the first optimization problem.
Tesis
Menezes, Alessandro Monteiro de. "O uso de desigualdades na resolução de problemas". Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/4782.
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Mathematical Inequalities, which are seldom addressed in primary and secondary education but can often be even more important than equality, are of utmost importance to many branches of mathematics, such as algebra, trigonometry, geometry and analysis, and constituem- is also very powerful tools for solving Olympiad problems, demonstration of geometric inequalities, maximum and minimum calculation and calculation limits. This work presents a clear and concise way some mathematical inequalities that do not need advanced studies in the area to be understood. A mind with some training for logical-mathematical reasoning, a brief knowledge of formal mathematics, algebra and plane geometry are fully aware su fi. Are presented is demonstrated: The Triangle Inequality, Inequality of Averages, Bernoulli's inequality, inequality Cauchy-Schwarz inequality of rearrangement, inequality Tchebishev, Jensen inequality, Young's inequality, Hölder's inequality, Minkowski inequality and the inequality Schur . At the end of the work, we take some of these inequalities to de fi ne the number of Euler and show the divergence of the harmonic series. We selected also some problems that students of basic education fi cam inhibited to solve them for not knowing such inequalities and only learn to solve with the knowledge Derivative when they arrive in higher education. Among them, lie questions of international Olympiads, optimization problems and how to find the equation of the line tangent to an ellipse through the inequality of Medium and Cauchy.
As Desigualdades Matemáticas, que quase não são abordadas no Ensino Fundamental e Médio mas que podem ser muitas vezes até mais importantes que as igualdades, são de extrema importância para vários ramos da Matemática, tais como Álgebra, Trigonometria, Geometria e Análise, e constituem-se também ferramentas muito poderosas para a resolução de problemas de olimpíadas, demonstração de desigualdades geométricas, cálculo de máximos e mínimos e cálculo de limites. Neste trabalho são apresentadas de forma clara e concisa algumas desigualdades matemáticas que não precisam de estudos avançados na área para serem compreendidas. Uma mente com algum treinamento para o raciocínio lógico-matemático, um breve conhecimento da matemática formal, de álgebra e geometria plana são totalmente suficientes. São apresentadas se demonstradas: A Desigualdade Triangular, Desigualdade das Médias, Desigualdade de Bernoulli, Desigualdade Cauchy-Schwarz, Desigualdade do Rearranjo, Desigualdade de Tchebishev, Desigualdade de Jensen, Desigualdade de Young, Desigualdade de Hölder, Desigualdade de Minkowski e a Desigualdade de Schür. Ao final do trabalho, aproveitamos algumas destas desigualdades para definir o número de Euler e mostrar a divergência da série harmônica. Selecionamos, também, alguns problemas que estudantes do ensino básico ficam inibidos de solucioná-los por não conhecer tais desigualdades e que só aprendem a resolver com o conhecimento de Derivadas quando chegam no ensino superior. Entre eles, encontram se questões de olimpíadas internacionais, problemas de otimização e como encontrar a equação da reta tangente a uma elipse através da Desigualdade das Médias e de Cauchy.As Desigualdades Matemáticas, que quase não são abordadas no Ensino Fundamental e Médio mas que podem ser muitas vezes até mais importantes que as igualdades, são de extrema importância para vários ramos da Matemática, tais como Álgebra, Trigonometria, Geometria e Análise, e constituem-se também ferramentas muito poderosas para a resolução de problemas de olimpíadas, demonstração de desigualdades geométricas, cálculo de máximos e mínimos e cálculo de limites. Neste trabalho são apresentadas de forma clara e concisa algumas desigualdades matemáticas que não precisam de estudos avançados na área para serem compreendidas. Uma mente com algum treinamento para o raciocínio lógico-matemático, um breve conhecimento da matemática formal, de álgebra e geometria plana são totalmente suficientes. São apresentadas se demonstradas: A Desigualdade Triangular, Desigualdade das Médias, Desigualdade de Bernoulli, Desigualdade Cauchy-Schwarz, Desigualdade do Rearranjo, Desigualdade de Tchebishev, Desigualdade de Jensen, Desigualdade de Young, Desigualdade de Hölder, Desigualdade de Minkowski e a Desigualdade de Schür. Ao final do trabalho, aproveitamos algumas destas desigualdades para definir o número de Euler e mostrar a divergência da série harmônica. Selecionamos, também, alguns problemas que estudantes do ensino básico ficam inibidos de solucioná-los por não conhecer tais desigualdades e que só aprendem a resolver com o conhecimento de Derivadas quando chegam no ensino superior. Entre eles, encontram se questões de olimpíadas internacionais, problemas de otimização e como encontrar a equação da reta tangente a uma elipse através da Desigualdade das Médias e de Cauchy.
Buhan, Maya de. "Problemas Inversos y Simulaciones Númericas en Viscoelasticidad 3D". Tesis, Universidad de Chile, 2010. http://repositorio.uchile.cl/handle/2250/102402.
Texto completo da fonteCornejo, Dioses Liliana Eulice. "Estrategias para la resolución de problemas matemáticos: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11249.
Texto completo da fonteTrabajo académico
Bustamante, Diaz Marcos. "Procesos didácticos en la resolución de problemas matemáticos". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10610.
Texto completo da fonteTrabajo académico
Roque, Sánchez Jaime Wilder. "Influencia de la enseñanza de la matemática basada en la resolución de problemas en el mejoramiento del rendimiento académico". Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2009. https://hdl.handle.net/20.500.12672/1704.
Texto completo da fonteTesis
Silva, Yacila Elena Margot. "Fortalecimiento de estrategias en la resolución de problemas para mejorar las competencias matemáticas: Plan acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10573.
Texto completo da fonteTrabajo académico
Núñez, Sánchez Nixo. "La resolución de problemas con inecuaciones cuadráticas : una propuesta en el marco de la teoría de situaciones didácticas". Master's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1641.
Texto completo da fonteTesis
Vilca, Alvarez Marhori. "Tipificación de los errores que se presentan al identificar una variable aleatoria de distribución binomial en problemas contextualizados". Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6421.
Texto completo da fonteTesis
Yzquierdo, Gonzalez Rossana. "Aplicación de procesos pedagógicos para fortalecer competencias matemáticas plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11516.
Texto completo da fonteTrabajo académico
Prado, Juarez Jaime. "Estrategias metodológicas para la resolución de problemas". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10916.
Texto completo da fonteTrabajo académico
Jimenez, Cedillo Juan De Dios. "Aplicación de procesos pedagógicos para la mejora de las competencias matemáticas: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11298.
Texto completo da fonteTrabajo académico
Martínez, Díaz Catherina Elizabeth. "Estrategias para estimular la creación de problemas de adición y sustracción de números naturales con profesores de educación primaria". Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6665.
Texto completo da fonteThe present research paper provides knowledge for the elaboration, application and analysis of the results obtained from a workshop carried out with elementary school teachers from I.E. N° 20402 Virgen de Fátima in the city of Huaral, in which four activities where applied with aims to estimulate their creative ability by posing addition and subtraction problems of natural numbers by variation. We see few spaces for developing strategies for problem posing in the school textbooks the government provides. Likewise, in the Curricular Design for Teacher Training, the strategies for problem posing are not provided to teachers in training either, even though the regulatory documents clearly state that elementary school students shall pose their problems. Therefore, a paper addressing these issues is necessary, and that is the concern of the present research. To be precise, we will support the development of the research workshops on Malaspina’s Episode, Pre-problem and Post-problem strategies (EPP strategies) and on Arnal’s Ethnographic Methodology. The general objective of our study is to analyze the effect of the EPP proposal, oriented to stimulate the ability to pose addition and subtraction problems of natural numbers in elementary school teachers through in-class Episodes set in the context of their real job. When our research paper was done, it was perceived that the natural, creative ability the participants possesed increased with the EPP strategy, and the selfconfidence they had on their creative ability also improved. After applying the EPP strategy, the participants thought that problem posing by Variation is appropriate and relevant because the steps to pose them are simple and they allow them to approach mathematics with problems according to students’ needs and concerns. Additionally, they expressed their intention to use the EPP strategies learned in the workshops as an opportunity to improve their teaching and learning processes, as well as a way to contribute so their students can pose their own problems as part of their learning process.
Tesis
Cornejo, Sobrino Walther. "Aplicación del enfoque de resolución de problemas en el área de matemática". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11664.
Texto completo da fonteTrabajo académico
Girón, Suazo Marie Cosette. "Aplicaciones de matemática y cálculo a situaciones reales [Capítulo 1]". Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/346788.
Texto completo da fonteCárdenas, Chávarri Verónica Lorena, e Espinoza Catherine Teresa Echegaray. "Propuesta lúdica "1,2, 3 a calcular otra vez" para mejorar la habilidad de cálculo mental en niños de primer grado de la I.E.P De La Inmaculada". Master's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/16957.
Texto completo da fonteThis quasi-experimental research aimed that the recreational program "1, 2, 3 let´s calculate again" improves mental arithmetic ability in first graders of private IE of the Immaculate. The pretest was administered calculating How am today? To assess the level at which the first graders were before applying the ludic proposal. After applying the ludic proposal, a subsequent test was applied, how am I calculating today? to see if there are differences between the experiment
Tesis
Porras, Benites Edilberto. "Aplicación de estrategias en el área de matemáticas para la resolución de problemas: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10914.
Texto completo da fonteTrabajo académico
Ruiz, Carbajal Rolando. "Errores que cometen los estudiantes de tercer año de secundaria en la resolución de inecuaciones lineales con una variable". Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/13408.
Texto completo da fonteThe current research has as objective to analyze the error that our third-year students commit in 37 “Fe y Alegría” high school. Like Our study is focused on the analysis of error, we propose the following research question:What is the error that our third year students make at "37 Fe y Alegría" high school about the resolution of linear inequations with a variable?. For this study, we use the classification of error that it was made by the tesis author for the analysis of the error high school student in the resolution of linear inequations. This classification of errors was elaborated taking into account as theoretical framework of The Semiotic Logical Approach (ELOS) Proposed by Socas (1979) and the classification of error proposed by the following authors: Radatz (1979), Mosvshovitz-Hadar, Zaslavsky and Inbar (1987), Esteley and Villarreal (1990,1996), Astolfi, (2000), Brousseau (2001), Caputo and Macías (2006), Abrate, Pochulu and Vargas (2006), Gladis Saucedo (2017). We can conclude that students make very frequent mistakes according to the errors presented in the following order: for not being able to understand and traslate a mathematical expression (literal language, algebraic representation and graphic representation) to another; by the theoretical ignorance and domain of formulas and properties; for not understanding the mathematical symbols and terms of inequality and intervals and their relation between them; they make mistakes in the procedure or elementary calculation; for not having the previus knowledge; for making inadequate inferences in logical reasoning and for not veryfying their results.
Tesis
Olaya, Serna Kelinda Soledad. "Estrategias didácticas para resolución de problemas matemáticos y su influencia en los aprendizajes". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10901.
Texto completo da fonteTrabajo académico
Torres, Rivera Dora Floresmila. "“Estrategias para la resolución de problemas matemáticos”: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10389.
Texto completo da fonteTrabajo académico
Herrera, Soca Katia Lizeth, e Valencia María Arlet Toledo. "Procesos lectores de alto nivel y la resolución de problemas aritméticos en estudiantes del 5°grado de primaria de una Institución educativa privada del Cercado de Lima, 2017". Master's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15796.
Texto completo da fonteOur purpose with the present research was to demonstrate the relationship between the high level reading processes and the resolution of arithmetic problems in 5th grade students from a private school in Cercado de Lima. To reach this objective, a quantitative focus was used, from a co-relation type and a nonexperimental design, to a 100 student population from Innova Schools, located in Cercado de Lima. The reading processes battery evaluation was applied, reviewed PROLECR – syntactic and semantic processes, elaborated by Cuetos, Rodríguez, Ruano y Arribas (2007) and the resolution of arithmetic problems test EVAMAT 5, elaborated by García Vidal, García Ortiz, Gonzales Manjón, Gonzales Cejas, Jiménez Fernández y Jiménez Mesa (2010). The results obtained, confirmed a significant correspondence between the high level reading processes and the resolution of arithmetic problems. Also, when the syntactic and semantic processes were compared to the resolution of arithmetic problems, better results were obtained in the semantic processes.
Tesis
Reaño, Paredes Carolina Rita. "Sistemas de inecuaciones lineales con dos incógnitas y problemas de programación lineal : una mirada desde la teoría de situaciones didácticas". Master's thesis, Pontificia Universidad Católica del Perú, 2011. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5877.
Texto completo da fonteTesis
Gregio, Bruno Chioderoli. "Sequências de números reais e as famosas constantes matemáticas e, π e ϕ /". São José do Rio Preto, 2017. http://hdl.handle.net/11449/150789.
Texto completo da fonteBanca: Luis Antonio Fernandes de Oliveira
Banca: Régis Leandro Braguim Stábile
Resumo: Este trabalho apresenta uma proposta para o estudo de sequências de números reais, sobretudo no ensino médio. A partir da de nição de uma sequência, estudamos os casos particulares das progressões aritméticas e geométricas. Como sabemos, é praxe os livros didáticos encerrarem o assunto sobre sequências por aqui, porém neste trabalho avançamos os estudos apresentando a noção de limite de uma sequência e os principais resultados sobre sequências convergentes. Tendo compreendido que cada número real pode ser obtido como o limite de uma sequência de Cauchy de números racionais, apresentamos as famosas constantes matemáticas e, π e φ, além dos números da forma √ a, como o limite de certas sequências de Cauchy de números racionais
Abstract: This work presents a proposal for the study on sequences of real numbers, especially in high school. From the de nition of a sequence, we study the particular cases of arithmetic and geometric progressions. As we know, it is usual for textbooks to terminate the subject of sequences here, but in this work we have advanced the studies presenting the notion of limit of a sequence and the main results on convergent sequences. Having understood that each real number can be obtained as the limit of a Cauchy sequence of rational numbers, we introduce the famous mathematical constants e, π and ϕ, beyond the numbers of the form √a, as the limit of certain Cauchy sequences of rational numbers
Mestre
Astola, Badillo Paola Cristina, Carrillo Andrea Elvira Salvador e Pacco Gloria Vera. "Efectividad del programa "GPA-RESOL" en el incremento del nivel de logro en la resolución de problemas aritméticos aditivos y sustractivos en estudiantes de segundo grado de primaria de dos instituciones educativas, una de gestión estatal y otra privada del distrito de San Luis". Master's thesis, Pontificia Universidad Católica del Perú, 2012. http://tesis.pucp.edu.pe/repositorio/handle/123456789/1702.
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Chavez, Salinas Judith Catherine. "Propuesta de una secuencia didáctica para la enseñanza de porcentajes a estudiantes de administración y sistemas". Master's thesis, Pontificia Universidad Católica del Perú, 2013. http://tesis.pucp.edu.pe/repositorio/handle/123456789/4739.
Texto completo da fonteTesis
Marques, José Carlos da Silva Rangel de Almeida. "Relatório de estágio". Master's thesis, Faculdade de Ciências e Tecnologia, 2014. http://hdl.handle.net/10362/13015.
Texto completo da fonteA presente dissertação está dividida em duas partes: a primeira referente ao relatório de estágio a segunda ao trabalho de investigação na prática pedagógica. O relatório de estágio encontra-se dividido em cinco secções: Introdução, Agrupamento de Escolas António Gedeão, A escola de estágio, Prática Pedagógica e Reflexão Crítica. Nesta parte caracterizou-se fisicamente o Agrupamento de escolas António Gedeão e os alunos,caracterizou-se o local e a turma de estágio, resumiu-se o trabalho desenvolvido pelo estagiário na escola de estágio e, por fim, foi feito uma reflexão crítica do trabalho. O trabalho de investigação na prática pedagógica, a segunda parte deste trabalho, encontra-se dividido em 5 secções: Introdução, Revisão de literatura, Metodologia, Análise de dados e Conclusão. Com este projeto pretendeu-se perceber como é que os alunos fazem conexões matemáticas. Com esse intuito analisou-se como é que quatro alunos, de uma turma do 12.º ano, resolviam dois problemas envolvendo conexões entre os temas da geometria e das derivadas. Analisou-se o método de resolução do problema, em que fase é que surgem as conexões na resolução dos problemas e as principais dificuldades sentidas pelos alunos. Com este estudo, concluiu-se que os alunos que têm o conceito de derivada interiorizado conseguem fazer, com algum auxílio, a conexão dentro deste tema, porém todos os alunos sentiram dificuldades em fazer a conexão entre diversos temas. Todos os alunos resolvem os problemas passando por duas fases, a compreensão do problema e a elaboração e execução do plano de resolução do problema, sendo que as conexões surgiram sempre nesta segunda fase.
Díaz, Díaz Rojana. "La aplicación de estrategias en la resolución de problemas aditivos, en situaciones cotidianas en los estudiantes del III ciclo de la IE N 2081 Perú – Suiza". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/15136.
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Suarez, Becerra Cesar Wualther. "Estrategias metodológicas para la resolución de problemas matemáticos: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10382.
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Sanchez, del Aguila Luis Avelino. "Manejo competente del enfoque de resolución de problemas: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10452.
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Schwindt, Erica Leticia. "Problemas de Interacción entre un Fluido Newtoniano Incomprensible y una Estructura". Tesis, Universidad de Chile, 2011. http://repositorio.uchile.cl/handle/2250/102675.
Texto completo da fonteMontero, Merino Julio. "Importancia de la comprension lectora en la resolucion de problemas". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10789.
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Alvarenga, Rosana Cristina Macelloni [UNESP]. "Um estudo sobre os componentes da criatividade na solução de problemas matemáticos". Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150672.
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O objetivo desta pesquisa foi investigar o desempenho e as dificuldades de alunos do Ensino Médio na solução de problemas que envolvem componentes da criatividade. Desta forma, pretendeu-se analisar: Qual o discurso presente nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), quanto à criatividade? Qual o desempenho dos alunos na solução de problemas aritméticos, algébricos e geométricos que avaliam os componentes da criatividade? Qual o desempenho dos alunos do 2º ano do Ensino Médio na solução de problemas, envolvendo os componentes da criatividade? A perspectiva metodológica para abordagem das questões deste estudo é de análise do discurso e de pesquisa qualitativa. Os participantes da pesquisa são 28 alunos de um segundo ano do Ensino Médio diurno de uma escola pública do estado de São Paulo, situada na cidade de Garça. Os instrumentos utilizados na coleta de dados foram: Questionário de Brito (1996), e os testes matemáticos das séries de Krutetskii (1976): o teste matemático da série VI, o teste algébrico da série XIII, o teste aritmético da série XIII e o teste geométrico da série XIII. Os resultados do estudo apontaram, no que diz respeito aos testes aplicados: Teste matemático série VI (contendo 6 questões): 35,7% não acertaram nenhuma das 6 questões, 7,1% acertaram 1 questão, 35,7% acertaram 3 questões e 21,4% acertaram 4 questões; Algébrico série XIII ( contendo 5 questões): 28,6% não acertaram nenhuma das cinco questões; 32,1% obtiveram 3 acertos; 39,3% obtiveram 4 acertos; Geométrico série XIII (contendo 5 questões): 0% de acertos; Aritmético série XIII (contendo 4 questões): 64,3% não acertaram nenhuma das cinco questões; 21,4% obtiveram 1 acertos; 14,3% obtiveram 2 acertos. Os resultados revelam que os sujeitos tiveram grandes dificuldades em solucionar os problemas propostos, em todos os testes, mostrando um nível baixo de desenvolvimento das habilidades matemáticas. Em geral, não foram encontradas soluções diferentes e criativas para os problemas. Todos os resultados encontrados puderam trazer uma compreensão da complexidade de variáveis que interferem no rendimento em Matemática. A análise do discurso mostrou que embora os PCNEM enfatizem o desenvolvimento da criatividade, eles não dão subsídios em seu discurso textual, de conceitualização da mesma e nem como desenvolvê-la, o tratamento dado à criatividade, pelos PCNEM, é muito superficial, não evidenciando ao professor a sua real importância no processo de aprendizagem e ensino da Matemática escolar.
The objective of this research was to investigate the performance and difficulties of high school students in solving problems involving components of creativity. In this way, we wanted to analyze: What is the discourse present in the National Curricular Parameters of High School (PCNEM), in terms of creativity? What is the performance of students in solving arithmetic, algebraic and geometric problems that evaluate the components of creativity? What is the performance of the students of the 2nd year of High School in solving problems, involving the components of creativity? The methodological perspective to approach the questions of this study is of discourse analysis and qualitative research. The participants of the research are 28 students of a second year of the High School of a public school in the state of São Paulo, located in the city of Garça. The instruments used in the data collection were: Brito's Questionnaire (1996), and the Mathematical tests of the Krutetskii series (1976): the Series VI Mathematical Test, the Series XIII Algebra Test, the Series XIII Arithmetic Test and the Geometric Test Series XIII. The results of the study indicated that the following tests were applied: Mathematical Test Series VI (containing 6 questions): 35.7% did not answer any of the 6 questions, 7.1% answered 1 question, 35.7% answered 3 questions And 21.4% answered 4 questions; Algebraic series XIII (containing 5 questions): 28.6% did not match any of the five questions; 32.1% obtained 3 correct answers; 39.3% obtained 4 correct answers; Geometric series XIII (containing 5 questions): 0% of hits; Arithmetic series XIII (containing 4 questions): 64.3% did not match any of the five questions; 21.4% obtained 1 correct answers; 14.3% obtained 2 correct answers. The results reveal that the subjects had great difficulties in solving the problems proposed in all the tests, showing a low level of development of the mathematical abilities. In general, different, creative solutions to problems were not found. All the results found could bring an understanding of the complexity of variables that interfere in the yield in Math. The analysis of the discourse showed that although the PCNEM emphasize the development of creativity, they do not give subsidies in their textual discourse, of conceptualization of the same one nor how to develop it, the treatment given to the creativity, by the PCNEM, is very superficial, not evidencing to the teacher its real importance in the process of learning and teaching of school mathematics.
Julca, Ambulay Denitza Elizabeth. "Estrategias didácticas para la resolución de problemas: plan de acción". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10493.
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García, Zevallos Luis Enrique. "Un estudio sobre cómo se manifiesta la capacidad para crear problemas sobre la función exponencial en docentes de educación superior". Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12163.
Texto completo da fonteIn this research, it is studied how the ability to pose mathematical problems about the exponential function in higher education professors is manifested. The problem this work seeks to address has its origin in the difficulties experienced, very often, by university students of Liberal Arts programs to comprehend the concept of the exponential function and, therefore, to mathematically model a real-world situation with exponential characteristics. Consequently, it is necessary that teachers of higher education develop the ability to create problems about real and meaningful situations for their students, either by adapting them from textbooks or by elaborating them from everyday situations. This research aims to deepen in the study of the ability of the professor to create problems about the exponential function, and it is based on the Problem Posing Approach (Malaspina, 2017), which proposes the use of the strategies “Episode, Pre-problem problem, Post-problem problem” (EPP) and “Situation, Pre-problem problem, Post-problem problem” (SPP), which allow to pose more didactic problems and with greater cognitive demand. For this purpose, problems created by Mathematics professors and aimed at students of Liberal Arts programs in a Peruvian university are analyzed, through the creativity criteria used by Malaspina (2014b): fluency, flexibility and originality, which allow describing the way creativity manifests itself. From the analysis, it is observed that the problem posing strategies facilitate the modifications with didactic aims, promoting the fluency of ideas and encouraging the flexibility of thought. It can be concluded, then, that the EPP and SPP strategies allow to improve the creativity in university professors, giving them instruments of change to improve a given problem, either focusing on its didactic sense or expanding its cognitive demand.
Tesis
Guerra, Alvarado Vladimir D. "La Conducción del método heurístico en la enseñanza de la matemática". Universidad Nacional Mayor de San Marcos. Programa Cybertesis PERÚ, 2009. http://www.cybertesis.edu.pe/sisbib/2009/guerra_av/html/index-frames.html.
Texto completo da fonteAlcántara, de Figueroa Patricia, e Hasegawa Cecilia Fujimoto. "Diferencias en competencia matemática según enseñanza - aprendizaje con y sin exposición a una lengua extranjera en niños de primer grado de primaria de dos instituciones educativas particulares". Master's thesis, Pontificia Universidad Católica del Perú, 2014. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5774.
Texto completo da fonteThis research's main purpose is to establish whether there are significant differences in the mathematical competence in two educational communities where two languages coexist. This is a comparative descriptive research, conducted in two private educational institutions located in the districts of La Molina and Pueblo Libre. One of the samples consisted of 68 children from first grade studying in an institution whose teaching - learning was developed exclusively using a foreign language (English) and the other sample consisted of 70 children in an institution where the teaching - learning math classes was made exclusively in their native language (Spanish). Significant differences in both the first and second time overall mathematical literacy scale and numbering for children who received the teaching of mathematics without exposure to a foreign language was found. It should highlight the importance of the mother tongue as mediating instrument for the acquisition of mathematical content, especially mathematical competence, and show that the performance of first grade students in this curriculum area is in function of the domain and the use of the mother tongue, Spanish. Furthermore, the results of this research raise further questions for future research.
Tesis
Torres, Azabache Emma Del Carmen. "Juego, me divierto y aprendo con mis amigos". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://hdl.handle.net/20.500.12404/14474.
Texto completo da fonteTrabajo académico
Peña, Lizano Aldrin Ethel. "Análisis de los errores y dificultades en la solución de sistemas de ecuaciones lineales en estudiantes de ingeniería". Master's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15638.
Texto completo da fonteThis research aims to analyze the conceptions of solution and set solution that university students have, in a first course of mathematics, after a period of at least five years away from an educational institution. To do this, we built a diagnostic test taking into account the results of research already carried out by Ochoviet, Panizza, Mora, Valencia, among others, and we framed it within the proposal of Sierpinska's modes of thinking (2000). The first, called geometric synthetic, is grouped into the questions that show graphs of the system equations and, from that, it is asked to interpret the solution or solution set. The second way of thinking, called arithmetic analytics, is associated with the equations that represent the lines and planes, in addition to all the algorithms and solution methods that exist to solve a linear system of equations. The third way of thinking, called structural analytics, is grouped into questions whose answers are explained through properties, characteristics and axioms of a linear system of linear equations. For our research work we resort to identifying the errors and difficulties that students incur when studying the set solution or solution of a system of linear equations, some already observed and detected in previous investigations and others not, which we will classify them according to Socas (1997). From the analysis of the data, we observe that the arithmetic analytical mode of thinking predominates; what makes it difficult to have a better understanding of the concept of a solution to a system of linear equations and because of this we consider that it is necessary to develop exercises and problems in this topic where the three ways of thinking of Sierpinska (2000) can pass.
Tesis
Palomino, Alosilla Edith. "La aplicación de las fases de resolución de problemas de George Polya en el marco de las rutas de aprendizaje en los estudiantes del III ciclo de la I.E. N° 131 "Monitor Huáscar"". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2016. http://tesis.pucp.edu.pe/repositorio/handle/123456789/8480.
Texto completo da fonteTesis de segunda especialidad
Dominguez, Calle Dick Lander. "Aplicación de los procesos didacticos en el area de matematica del nivel secundario". Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11118.
Texto completo da fonteTrabajo académico