Готові списки джерел за темами / Elementary volume

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Добірка наукової літератури з теми "Elementary volume"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Elementary volume"

1

Carter, Tyrette S. "Welcome to Volume 18." Teaching Children Mathematics 18, no. 1 (August 2011): 4–5. http://dx.doi.org/10.5951/teacchilmath.18.1.0004.

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Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.
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Zembat, Ismail Ozgur. "Prospective elementary teachers’ conceptions of volume." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2111–15. http://dx.doi.org/10.1016/j.sbspro.2010.03.290.

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de Araújo, O. M. O., K. V. Sharma, A. S. Machado, T. M. P. Santos, C. G. Ferreira, R. Straka, F. W. Tavares, and R. T. Lopes. "Representative elementary volume in limestone sample." Journal of Instrumentation 13, no. 10 (October 25, 2018): C10003. http://dx.doi.org/10.1088/1748-0221/13/10/c10003.

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4

Tomita, Hideo, and Yoshiko Higurashi. "Elementary Functional Japanese: Intercultural Communication, Volume Two." Journal of the Association of Teachers of Japanese 34, no. 2 (October 2000): 229. http://dx.doi.org/10.2307/489559.

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Nazikian, Fumiko, and Yoshiko Higurashi. "Elementary Functional Japanese: Intercultural Communication, Volume Three." Japanese Language and Literature 35, no. 1 (April 2001): 52. http://dx.doi.org/10.2307/489710.

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Chen, Beifang. "A Simplified Elementary Proof of Hadwiger's Volume Theorem." Geometriae Dedicata 105, no. 1 (April 2004): 107–20. http://dx.doi.org/10.1023/b:geom.0000024665.02286.46.

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Callahan, Kevin, and Kathy Hann. "An Euler-type volume identity." Bulletin of the Australian Mathematical Society 59, no. 3 (June 1999): 495–508. http://dx.doi.org/10.1017/s0004972700033190.

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In this paper we present an elementary proof of a congruence by subtraction relation. In order to prove congruence by subtraction, we produce a dissection relating equal sub-polytopes. An immediate consequence of this relation is an Euler-type volume identity in ℝ3 which appeared in the Unsolved Problems section of the December 1996 MAA Monthly.This Euler-type volume identity relates the volumes of subsets of a polytope called wedges that correspond to its faces, edges, and vertices. A wedge consists of the inward normal chords of the polytope emanating from a face, vertex, or edge. This identity is stated in the theorem below.Euler Volume Theorem. For any three dimensional convex polytope PThis identity follows immediately from
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8

Zhang, Ting Ting, E. Chuan Yan, Xian Ming Hu, and Yang Bing Cao. "Fractal Description of Rock Mass Structure Representative Elementary Volume." Advanced Materials Research 594-597 (November 2012): 439–45. http://dx.doi.org/10.4028/www.scientific.net/amr.594-597.439.

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The mechanical parameters of the rock masses are scale dependent because of the existence of the discontinuities. The self-similarity of the discontinuities makes the application of fractal theory in the description of the rock mass structure possible. The novel point in this study is that the structure representative elementary volume (SREV) of rock mass is proposed. Rock mass structures were obtained through the two-dimensional discontinuity network simulation results, from which ten pieces of square rock mass specimens were chosen. The side lengths of the specimens were increased in turn from 1m to 10m. And the fractal dimension of each specimen with different sizes was calculated by the box-counting principal of the fractal geometry. The fractal dimensions of the rack mass structures became larger with their side lengths increasing, and finally stable. And the SREV of the rock mass was determined based on the variation rule of the fractal dimensions. Further, the relation between the structure representative elementary volume (SREV) and mechanical parameter representative elementary volume (REV) was qualitatively analyzed from the strength differences between the discontinuities and intact rock. And the conclusion was inferred that the size of the SREV was the upper limit of mechanical parameter REV. Meanwhile, the conclusion was verified by the results of the finite element method. This study can provided a referring value for the estimation of the mechanical parameter REV in future.
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Puyguiraud, Alexandre, Philippe Gouze, and Marco Dentz. "Is There a Representative Elementary Volume for Anomalous Dispersion?" Transport in Porous Media 131, no. 2 (November 16, 2019): 767–78. http://dx.doi.org/10.1007/s11242-019-01366-z.

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Oshlakov, Viktor G., Anatoly P. Shcherbakov, and Yaroslav A. Ilyushin. "Optimization of a Polarization Nephelometer." Radioelectronics. Nanosystems. Information Technologies 12, no. 4 (December 1, 2020): 437–50. http://dx.doi.org/10.17725/rensit.2020.12.437.

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The effect of parameters of a polarization nephelometer on its accuracy characteristic is analyzed. Errors in approximation of the actual scattering volume and actual optical beam by the elementary scattering volume and elementary beam are considered. A five-wave monochromatic source of radiation with the high spectral intensity of 0.15÷0.6 W is described. The design of polarization units is demonstrated.
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Більше джерел

Дисертації з теми "Elementary volume"

1

Ko, Yi-Fang. "An analytical and comparative study of Francisco Tarrega's two volumes of guitar studies : volume one : thirty elementary level studies and volume two : twenty-five intermediate and advanced level studies." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536749.

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The purpose of this study is to understand the principles of the “School of Tárrega” by analyzing Tárrega’s thirty elementary-level studies and twenty-five intermediate- and advanced- level studies according to books written by Pujol and Roch. Tárrega set the modern sitting position based on the guitar of luthier Antonio Torres’, and two of Tárrega’s outstanding pupils, Roch and Pujol, wrote three volumes of methods, which are the foundations of the “School of Tárrega.” Therefore, the principles of the School of Tárrega, such as sitting and playing positions, right- and left-hand playing positions, right- and lefthand finger movements, and sound quality are first discussed in this study. Then, the fiftyfive guitar studies are discussed and analyzed in groups according to their different technical purposes, such as scale playing, arpeggio playing, blocked chords, barré technique, slur technique, and special sound effects. When applicable, the modern technique will also be visited and compared for understanding the similarities and differences between the modern approach and the School of Tárrega.
School of Music
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2

Zhou, Pin. "The Use of the Continuity Factor as a Tool to Represent Representative Elementary Volume in Rock Engineering Design." Licentiate thesis, KTH, Jord- och bergmekanik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144591.

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Knapp, Greg. "Minkowski's Linear Forms Theorem in Elementary Function Arithmetic." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1495545998803274.

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WIner, Michael Loyd. "Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828.

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Min, Ki-Bok. "Determination of equivalent hydraulic and mechanical properties of fractured rock masses using the distinct element method." Licentiate thesis, KTH, Land and Water Resources Engineering, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1550.

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The equivalent continuum approach uses equivalent propertiesof rock mass as the input data for a continuum analysis. Thisis a common modeling method used in the field of rock mechanicsand hydrogeology. However, there are still unresolvedquestions; how can the equivalent properties be determined andis the equivalent continuum approach suitable for modeling thediscontinuous fractured rock mass.

The purpose of this paper is to establish a methodology todetermine the equivalent hydraulic and mechanical properties offractured rock masses by explicit representations of stochasticfracture systems, to investigate the scale-dependency of theproperties, and to investigate the conditions for theapplication of the equivalent continuum approach for thefractured rock masses. Geological data used for this study arefrom the site characterization of Sellafield, Cumbria, UK. Aprogram for the generation of stochastic Discrete FractureNetwork (DFN) is developed for the realization of fractureinformation and ten parent DFN models are constructed based onthe location, trace length, orientation and density offractures. Square models with the sizes varying from 0.25 m× 0.25 m to 10 m × 10 m are cut from the center ofthe each parent network to be used for the scale dependencyinvestigation. A series of the models in a parent network arerotated in 30 degrees interval to be used for investigation oftensor characteristic. The twodimensional distinct elementprogram, UDEC, was used to calculate the equivalentpermeability and compliance tensors based on generalizedDarcy’s law and general theory of anisotropic elasticity.Two criteria for the applicability of equivalent continuumapproach were established from the investigation: i) theexistence of properly defined REV (Representative ElementaryVolume) and ii) existence of the tensor in describing theconstitutive equation of fractured rock The equivalentcontinuum assumption cannot be accepted if any one of the abovetwo criteria is not met. Coefficient of variation and meanprediction error is suggested for the measures toquantitatively evaluate the errors involved in scale dependencyand tensor characteristic evaluation.

Equivalent permeability and mechanical properties (includingelastic modulus and Poisson’s ratios) determined onrealistic fracture network show that the presence of fracturehas a significant effect on the equivalent properties. Theresults of permeability, elastic moduli and Poisson's ratioshow that they narrow down with the increase of scale andmaintain constant range after a certain scales with someacceptable variation. Furthermore, Investigations of thepermeability tensor and compliance tensor in the rotated modelshow that their tensor characteristics are satisfied at acertain scale; this would indicate that the uses of theequivalent continuum approach is justified for the siteconsidered in this study.

The unique feature of the thesis is that it gives asystematic treatment of the homogenization and upscaling issuesfor the hydraulic and mechanical properties of fractured rockswith a unified approach. These developments established a firmfoundation for future application to large-scale performanceassessment of underground nuclear waste repository byequivalent continuum analysis.

Keywords :Equivalent continuum approach, Equivalentproperty, Representative Elementary Volume (REV), DistinctElement Method, Discrete Fracture Network (DFN)

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Tan, Sisman Gulcin. "Sixth Grade Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612004/index.pdf.

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The purpose of this study was to investigate sixth grade students&rsquo
conceptual and procedural knowledge and word problem solving skills in the domain of length, area, and volume measurement with respect to gender, previous mathematics achievement, and use of materials. Through the Conceptual Knowledge test (CKT), the Procedural Knowledge Test (PKT), and the Word Problems test (WPT) and the Student Questionnaire, the data were collected from 445 sixth grade students attending public schools located in four different main districts of Ankara. Both descriptive and inferential statistics techniques (MANOVA) were used for the data analysis. The results indicated that the students performed relatively poor in each test. The lowest mean scores were observed in the WPT, then CKT, and PKT respectively. The questions involving length measurement had higher mean scores than area and volume measurement questions in all tests. Additionally, the results highlighted a significant relationship not only between the tests but also between the domains of measurement with a strong and positive correlation. According to the findings, whereas the overall performances of students on the tests significantly differed according to previous mathematics achievement level, gender did not affect the students&rsquo
performance on the tests. Moreover, a wide range of mistakes were found from students&rsquo
written responses to the length, area, and volume questions in the tests. Besides, the results indicated that use of materials in teaching and learning measurement was quite seldom and either low or non-significant relationship between the use of materials and the students&rsquo
performance was observed.
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Timoteo, Camila Kwiatkoski. "Análise da inserção da educação ambiental no volume I do currículo do 6° ano/5ª série do ensino fundamental do estado de São Paulo." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8786.

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Não recebi financiamento
The current environmental situation is a worrying scenario, making it inevitable to take different measures that result in solutions that overcome social and environmental challenges, pointing to a world of sustainable societies. As an important part of the complex and articulated group of necessary measures, education is essential, since it is capable of raising awareness that mobilizes people for social transformation. Environmental education is a practice that incorporates themes that are crucial in the society development in general and, if implemented in a critical, reflexive, transformative and emancipatory perspective, can increase the power of people action in this direction, favoring the challenging inflection, now in demand. In Brazil, this practice is referred to in concepts and principles known and established, which must be followed in its exercise, in projects and programs of community interaction, or in contents worked in the school environment. In this context, based on an evaluation of the National Curriculum Parameters of the Environment Transversal Theme and the National Curriculum Guidelines in Environmental Education, this paper defined four indicators for the analysis of the the São Paulo State official curriculum of the elementary education in relation to the approach to the environmental question: knowledge, participation, values, contextualization. Bibliographic review followed by documental analysis were the procedures used in the research, complemented by surveys of empirical researches to verify the occurrence of environmental education initiatives in the hidden curriculum in school practices. From the documental analysis of the Teacher's Notebook of all disciplines, we sought, among the description of the activities proposed there, to verify the occurrence of the different indicators. It was observed that environmental education practice is still restricted mainly to the areas of Science and Geography, which contrasts with the main indication, parameters and guidelines established, that this should be a practice that transcends the curriculum, pointing to a possible interdisciplinarity. We made suggestions for insertion of the environmental theme in different situations of its absence in the materials analyzed, trying to show concretely possibilities of approaching the environmental issue in all disciplines.
A situação ambiental atual configura um cenário preocupante, tornando inevitável a tomada de diferentes medidas que resultem em soluções superadoras dos desafios socioambientais, apontando para um mundo de sociedades sustentáveis. Como parte importante do complexo e articulado conjunto de medidas necessárias, a educação apresenta-se como essencial, uma vez que é capaz de possibilitar uma tomada de consciência que mobilize as pessoas para a transformação social. A educação ambiental é uma prática que incorpora temáticas hoje cruciais no desenvolvimento da sociedade em geral e, se implementada numa perspectiva crítica, reflexiva, transformadora e emancipatória, pode ampliar a potência de ação das pessoas nessa direção, favorecendo a desafiadora inflexão ora em demanda. No Brasil, esta prática está referida em conceitos e princípios conhecidos e instituídos, os quais devem ser seguidos no seu exercício, seja em projetos e programas de interação comunitária, seja em currículos trabalhados no ambiente escolar. Nesse contexto, a partir de uma avaliação dos Parâmetros Curriculares Nacionais do Tema Transversal Meio Ambiente e das Diretrizes Curriculares Nacionais em Educação Ambiental, este trabalho definiu quatro indicadores para análise do currículo oficial do ensino fundamental do Estado de São Paulo a respeito da abordagem da questão ambiental: conhecimento, participação, valores, contextualização. Pesquisa bibliográfica seguida de análise documental foram os procedimentos empregados na pesquisa, complementados ainda por levantamento de pesquisas empíricas com vistas a verificar a ocorrência de iniciativas educativas ambientais no currículo oculto, na prática escolar. A partir da análise documental do primeiro volume do Caderno do professor de todas as disciplinas do 6º ano/5ª série, buscou-se, em meio à descrição das atividades ali propostas, verificar a ocorrência dos diferentes indicadores. Observou-se que a prática educativa ambiental ainda está restrita, principalmente, às áreas de ciências e de geografia, o que se contrapõe à principal indicação, dos parâmetros e das diretrizes instituídos/as, de que esta deva ser uma prática transversal ao currículo, apontando para uma possível interdisciplinaridade. Foram feitas, então, sugestões de inserção da temática ambiental em diferentes situações de sua ausência nos materiais analisados, procurando mostrar concretamente algumas possibilidades de abordagem da questão ambiental em todas as disciplinas.
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Baghbanan, Alireza. "Scale and Stress Effects on Hydro-Mechanical Properties of Fractured Rock Masses." Doctoral thesis, KTH, Teknisk geologi och geofysik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4772.

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In this thesis, the effects of size and stress on permeability, deformability and strength of fractured rock masses are investigated. A comparison study was carried out to examine the effects of considering, or not considering, the correlation between distributions of fracture apertures and fracture trace lengths on the hydro-mechanical behavior of fractured rocks. The basic concepts used are the fundamental principles of the general theory of elasticity, Representative Elementary Volume (REV), the tensor of equivalent permeability, and the strength criteria of the fractured rocks. Due to the size and stress dependence of the hydro-mechanical properties of rock fractures, the overall effective (or equivalent) hydro-mechanical properties of the fractured rocks are also size and stress-dependent. However, such dependence cannot be readily investigated in laboratory using small samples, and so numerical modeling becomes a necessary tool for estimating their impacts. In this study, a closed-form relation is established for representing the correlation between a truncated lognormal distribution of fracture apertures and a truncated power law distribution of trace lengths, as obtained from field mapping. Furthermore, a new nonlinear algorithm is developed for predicting the relationship between normal stress and normal displacement of fractures, based on the Bandis model and the correlation between aperture and length. A large number of stochastic Discrete Fracture Network (DFN) models of varying sizes were extracted from some generated large-sized parent realizations based on a realistic fracture system description from a site investigation programme at Sellafield, UK, for calculating the REV of hydro-mechanical properties of fractured rocks. Rotated DFN models were also generated and used for evaluation of the distributions of directional permeabilities, such that tensors of equivalent permeability could be established based on stochastically established REVs. The stress-dependence of the permeability and the stress-displacement behaviour were then investigated using models of REV sizes. The Discrete Element Method (DEM) was used for numerical simulation of the fluid flow, deformability properties and mechanical strength behavior of fractured rocks. The results show significant scale-dependency of rock permeability, deformability and strength, and its variation when the correlation between aperture and trace length of fractures are concerned, with the overall permeability and deformability more controlled by dominating fractures with larger apertures and higher transmissivity and deformability, compared with fracture network models having uniform aperture. As the second moment of aperture distribution increases, a fractured rock mass shows more discrete behavior and an REV is established in smaller value of second moment with much larger model size, compared with the models with uniform fracture aperture. When the fracture aperture pattern is more scattered, the overall permeability, Young’s modulus and mechanical strength change significantly. The effect of stress on permeability and fluid flow patterns in fractured rock is significant and can lead to the existence or non-existence of a permeability tensor. Stress changes the fluid flow patterns and can cause significant channeling and the permeability tensor, and REV may be destroyed or re-established at different applied stress conditions. With an increase in the confining stress on the DEM models, the strength is increased. Compared with the Hoek-Brown criterion, the Mohr-Coulomb strength envelope provides a better fit to the results of numerical biaxial compression tests, with significant changes of the strength characteristic parameters occurring when the second moment of the aperture distribution is increased.
QC 20100702
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Noorian-Bidgoli, Majid. "Strength and deformability of fractured rocks." Doctoral thesis, KTH, Mark- och vattenteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-155719.

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This thesis presents a systematic numerical modeling framework to simulate the stress-deformation and coupled stress-deformation-flow processes by performing uniaxial and biaxial compressive tests on fractured rock models with considering the effects of different loading conditions, different loading directions (anisotropy), and coupled hydro-mechanical processes for evaluating strength and deformability behavior of fractured rocks. By using code UDEC of discrete element method (DEM), a series of numerical experiments were conducted on discrete fracture network models (DFN) at an established representative elementary volume (REV), based on realistic geometrical and mechanical data of fracture systems from field mapping at Sellafield, UK. The results were used to estimate the equivalent Young’s modulus and Poisson’s ratio and to fit the Mohr-Coulomb and Hoek-Brown failure criteria, represented by equivalent material properties defining these two criteria. The results demonstrate that strength and deformation parameters of fractured rocks are dependent on confining pressures, loading directions, water pressure, and mechanical and hydraulic boundary conditions. Fractured rocks behave nonlinearly, represented by their elasto-plastic behavior with a strain hardening trend. Fluid flow analysis in fractured rocks under hydro-mechanical loading conditions show an important impact of water pressure on the strength and deformability parameters of fractured rocks, due to the effective stress phenomenon, but the values of stress and strength reduction may or may not equal to the magnitude of water pressure, due to the influence of fracture system complexity. Stochastic analysis indicates that the strength and deformation properties of fractured rocks have ranges of values instead of fixed values, hence such analyses should be considered especially in cases where there is significant scatter in the rock and fracture parameters. These scientific achievements can improve our understanding of fractured rocks’ hydro-mechanical behavior and are useful for the design of large-scale in-situ experiments with large volumes of fractured rocks, considering coupled stress-deformation-flow processes in engineering practice.

QC 20141111

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Azevedo, Ivanilka Lima de. "Reflex?es sobre a constru??o e evolu??o de conceitos geom?tricos nas s?ries intermedi?rias do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14270.

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This thesis represents a didactic research linked to the Post-graduation Programme in Education of the Universidade Federal do Rio Grande do Norte which aimed to approach the construction of the geometrical concepts of Volume of the Rectangular Parallelepiped, Area and Perimeter of the Rectangle adding a study of the Area of the Circle. The research was developed along with students from the 6th level of the Elementary School, in a public school in Natal/RN. The pedagogical intervention was made up of three moments: application of a diagnostic evaluation, instrument that enabled the creation of the teaching module by showing the level of the geometry knowledge of the students; introduction of a Teaching Module by Activities aiming to propose a reflexive didactic routing directed to the conceptual construction because we believed that such an approach would favor the consolidation of the learning process by becoming significant to the apprentice, and the accomplishment of a Final Evaluation through which we established a comparison of the results obtained before and after the teaching intervention. The data gathered were analyzed qualitatively by means of a study of understanding categories of mathematical concepts, in addition to using descriptive statistics under the quantitative aspect. Based on the theory of Richard Skemp, about categorization of mathematical knowledge, in the levels of Relational and Instrumental Understanding were achieved in contextual situations and varied proportions, thus enabling a contribution in the learning of the geometrical concepts studied along with the students who took part in the research. We believe that this work may contribute with reflections about the learning processes, a concern which remained during all the stages of the research, and also that the technical competence along with the knowledge about the constructivist theory will condition the implementation of a new dynamics to the teaching and learning processes. We hope that the present research work may add some contribution to the teaching practice in the context of the teaching of Mathematics for the intermediate levels of the Elementary School
Esta tese se constituiu em uma pesquisa did?tica vinculada ao Programa de P?s-gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte que teve por objetivo abordar ? constru??o dos conceitos geom?tricos de volume do bloco retangular sua ?rea de superf?cie acrescentando um estudo sobre ?rea do c?rculo. Este foi desenvolvido junto a alunos do 6? ano do Ensino Fundamental, em uma escola da rede p?blica de ensino em Natal/RN. A interven??o pedag?gica constou de tr?s momentos: aplica??o de uma avalia??o diagn?stica, instrumento que subsidiou a elabora??o do m?dulo e ensino, ao indicar os conhecimentos pr?vios e fragilidades dos alunos; introdu??o do m?dulo de ensino por atividades e realiza??o de uma avalia??o final atrav?s da qual estabelecemos uma compara??o dos resultados obtidos antes e depois da interven??o de ensino. Os dados obtidos foram analisados qualitativamente mediante estudo de categorias de compreens?o de conceitos matem?ticos, al?m de utilizarmos a an?lise estat?stica validando-a sob o aspecto quantitativo. Com base nos resultados os n?veis de compreens?o relacional e instrumental foram atingidos em situa??es contextuais e propor??es variadas. Acreditamos que este possa contribuir ainda com reflex?es acerca dos processos do conhecer, preocupa??o que permeou todas as etapas da pesquisa. Nossa esperan?a ? que esta pesquisa possa acrescentar alguma contribui??o ao fazer docente no contexto do ensino matem?tico, haja vista concebermos que a compet?ncia t?cnica aliada ao conhecimento sobre a teoria construtivista implementaria uma nova din?mica aos processos de ensino e aprendizagem
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Книги з теми "Elementary volume"

1

Caminha Muniz Neto, Antonio. An Excursion through Elementary Mathematics, Volume I. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53871-6.

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Caminha Muniz Neto, Antonio. An Excursion through Elementary Mathematics, Volume II. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77974-4.

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Caminha Muniz Neto, Antonio. An Excursion through Elementary Mathematics, Volume III. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77977-5.

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Beaumont, Verne. How to-- teach perimeter, area, and volume. Reston, Va: National Council of Teachers of Mathematics, 1986.

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Carter, Rik. Exploring measurement: Length, area, volume, mass, time. Rowley, MA: Didax Educational Resources, 1996.

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Institute, Beijing Language. Elementary Chinese Readers (Volume II). Sinolingua, 1994.

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Institute, Beijing Language, and Wu Buo. Elementary Chinese Readers (Volume I). Sinolingua, 1997.

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(Translator), Sheng Yan, ed. Elementary Chinese Readers (Volume IV). Sinolingua, 1996.

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Ren, Yuan, Beijing Language Institute, and Li Peiyan. Elementary Chinese Readers (Volume III). Sinolingua, 1996.

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Moody, Wayne. Patterson's Elementary Education 2007, Volume XIX (Patterson's Elementary Education). Educational Directories, 2006.

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Частини книг з теми "Elementary volume"

1

Hopf, Heinz. "The Elementary Concept of Area and Volume." In Lecture Notes in Mathematics, 58–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-39482-6_4.

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Kadison, Richard, and John Ringrose. "Elementary 𝐶*-algebra theory." In Fundamentals of the Theory of Operator Algebras. Volume I, 236–303. Providence, Rhode Island: American Mathematical Society, 1997. http://dx.doi.org/10.1090/gsm/015/04.

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Klein, Felix. "I. Line-segment, Area, Volume as Relative Quantities." In Elementary Mathematics from a Higher Standpoint, 5–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49445-5_2.

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Wengerek, Thomas, and Helge Ritter. "Combining Elementary Functions: Learning Approaches." In Prerational Intelligence: Adaptive Behavior and Intelligent Systems Without Symbols and Logic, Volume 1, Volume 2 Prerational Intelligence: Interdisciplinary Perspectives on the Behavior of Natural and Artificial Systems, Volume 3, 1214–39. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0870-9_77.

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Andreeva, M. V., A. V. Kalyuzhnyuk, V. V. Krutko, N. E. Russkikh, and I. A. Taimanov. "Representative Elementary Volume via Averaged Scalar Minkowski Functionals." In Lecture Notes in Mechanical Engineering, 533–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92144-6_40.

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Kadison, Richard, and John Ringrose. "Elementary von Neumann algebra theory." In Fundamentals of the Theory of Operator Algebras. Volume I, 304–83. Providence, Rhode Island: American Mathematical Society, 1997. http://dx.doi.org/10.1090/gsm/015/05.

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Mattingly, J. C., and Ya G. Sinai. "An Elementary Proof of the Existence and Uniqueness Theorem for the Navier-Stokes Equations." In Selecta: Volume II, 375–95. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6205-8_18.

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Arnold, V. I., S. M. Gusein-Zade, and A. N. Varchenko. "Elementary integrals and the resolution of singularities of the phase." In Singularities of Differentiable Maps, Volume 2, 215–32. Boston: Birkhäuser Boston, 2012. http://dx.doi.org/10.1007/978-0-8176-8343-6_7.

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Bachmat, Yehuda, and Jacob Bear. "On the Concept and Size of a Representative Elementary Volume (Rev)." In Advances in Transport Phenomena in Porous Media, 3–20. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3625-6_1.

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Kalidindi, Surya R., David T. Fullwood, and Brent L. Adams. "First-Order Microstructure Sensitive Design Based on Volume Fractions and Elementary Bounds." In Electron Backscatter Diffraction in Materials Science, 169–75. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88136-2_12.

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Тези доповідей конференцій з теми "Elementary volume"

1

Marciano, William J. "Elementary particle theory." In AIP Conference Proceedings Volume 127. AIP, 1985. http://dx.doi.org/10.1063/1.35179.

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Terazawa, H. "Composite models of ‘‘elementary’’ particles and fields." In AIP Conference Proceedings Volume 143. AIP, 1986. http://dx.doi.org/10.1063/1.35651.

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Goldfarb, Eric J., Ken Ikeda, and Nicola Tisato. "Evaluating samples smaller than the representative elementary volume (REV)." In First International Meeting for Applied Geoscience & Energy. Society of Exploration Geophysicists, 2021. http://dx.doi.org/10.1190/segam2021-3594787.1.

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Konovalov, D. A., E. O. Smirnova, and A. S. Smirnov. "Determining AlMg6/10%SiCp representative elementary volume size by kinetic indentation." In MECHANICS, RESOURCE AND DIAGNOSTICS OF MATERIALS AND STRUCTURES (MRDMS-2018): Proceedings of the 12th International Conference on Mechanics, Resource and Diagnostics of Materials and Structures. Author(s), 2018. http://dx.doi.org/10.1063/1.5084483.

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Al Hattamleh, O., M. Razavi, and B. Muhunthan. "Experimental determination of representative elementary volume of sands using X-ray computed tomography." In MATERIALS CHARACTERISATION 2009. Southampton, UK: WIT Press, 2009. http://dx.doi.org/10.2495/mc090141.

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Schols, Yves, Vladimir Volski, and Guy E. Vandenbosch. "Solution of the canonical problem of an elementary dipole on a finite substrate using volume integral equations and volume physical optics." In 2006 European Microwave Conference. IEEE, 2006. http://dx.doi.org/10.1109/eumc.2006.281280.

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Keehm, Youngseuk, and Tapan Mukerji. "Permeability and relative permeability from digital rocks: Issues on grid resolution and representative elementary volume." In SEG Technical Program Expanded Abstracts 2004. Society of Exploration Geophysicists, 2004. http://dx.doi.org/10.1190/1.1845147.

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Zhou, Feng, Nicholas Hansen, and Ivan Catton. "Obtaining Closure for Heat Exchanger Modeling Based on Volume Averaging Theory (VAT)." In 2010 14th International Heat Transfer Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ihtc14-22971.

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Анотація:
Volume Averaging Theory (VAT) has been used to rigorously cast the point-wise conservation of energy, momentum and mass equations into a form that represents the thermal and hydraulic properties of heat exchanger channel morphology. At the lower level, the media is described by a representative elementary volume (REV). Closure terms in the VAT equations are related to a local friction factor and a heat transfer coefficient of the REV. The terms in the closure expressions are complex and are evaluated using scaling suggested by VAT from either experimental data or the output of a CFD code. The VAT equations for a finned tube heat exchanger are given and that the key parameters can be obtained by suitable scaling is demonstrated.
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Khafizov, Anvar, M. Grigoriev, A. Ingacheva, D. Bogdanov, and V. Asadchikov. "Optimal measurements strategy in micro-tomography: amount of data and representative elementary volume assessment and application to porous media." In Twelfth International Conference on Machine Vision, edited by Wolfgang Osten and Dmitry P. Nikolaev. SPIE, 2020. http://dx.doi.org/10.1117/12.2556293.

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Mbodj, Coumba, Mathieu Renouf, Laurent Baillet, and Yves Berthier. "Modeling of Carbon/Carbon Composites Under Tribological Solicitations." In STLE/ASME 2010 International Joint Tribology Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ijtc2010-41133.

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Анотація:
The present work proposes a methodology study of Carbon/Carbon composites under dynamical stress and conditions of rubbing contact. It is based on the use of finite elements method (FEM), and homogenization technique is applied an elementary cell of composite under contact condition. The comparison of random equivalent representative volume element underlines the importance to take into account the contact interface in such process.
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Звіти організацій з теми "Elementary volume"

1

Author, Not Given. Final Long-Term Management and Storage of Elemental Mercury Environmental Impact Statement Volume 2. Office of Scientific and Technical Information (OSTI), January 2011. http://dx.doi.org/10.2172/1004995.

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Author, Not Given. Final Long-Term Management and Storage of Elemental Mercury Environmental Impact Statement Volume1. Office of Scientific and Technical Information (OSTI), January 2011. http://dx.doi.org/10.2172/1004994.

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