The Experts below are selected from a list of 81 Experts worldwide ranked by ideXlab platform
Braga Borges, Ruy Guilherme - One of the best experts on this subject based on the ideXlab platform.
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Educação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campo
'Universidade Federal do Tocantins', 2020Co-Authors: Moura-silva, Marcos Guilherme, De Oliveira Souza Rayza, Oliver Gonçalves Tadeu, Braga Borges, Ruy GuilhermeAbstract:ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo. Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education. Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo
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Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales
'Universidade Federal do Tocantins', 2020Co-Authors: Moura-silva, Marcos Guilherme, De Oliveira Souza Rayza, Oliver Gonçalves Tadeu, Braga Borges, Ruy GuilhermeAbstract:O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo. Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education. Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry
J G Jamnani - One of the best experts on this subject based on the ideXlab platform.
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optimal design and development of software for design of substation grounding system
Nirma University International Conference on Engineering, 2011Co-Authors: Kaustubh A Vyas, J G JamnaniAbstract:Role of substation is crucial in overall functionality of power system. In any substation, grounding system deserves considerable attention as far as performance and design are considered. Design of an effective grounding system is of very much importance because it deals with personnel safety and also operation and protection of equipments. Main purpose of this work is development of software ‘Optimal Ground Grid Designer’ which gives safe and optimum design of substation grounding system. This software has been designed using MATLAB as a mathematical tool. Methodology adopted for designing the grounding grid is as per IEEE standard 80–2000. Moreover this program also allows two layered Soil Modeling which is not given in IEEE guide. This program allows simple analysis of grounding system performance for given data and is able to recommend optimal design of the grounding system in the given conditions and safety constraints. A Design problem of grounding system design of 400 kV ASOJ (Gujarat) substation has been solved using this software. Results obtained here are also compared with those obtained by using ‘Ground Grid Systems’ module of ETAP. A close agreement is observed between the results obtained by both softwares. Hence the software developed herein effectively gives optimal design of substation grounding system in terms of cost effectiveness as well as safety for various grid geometries.
Craig L Ramsey - One of the best experts on this subject based on the ideXlab platform.
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safety net role of tree roots evidence from a pecan carya illinoensis k koch cotton gossypium hirsutum l alley cropping system in the southern united states
Forest Ecology and Management, 2004Co-Authors: Samuel C Allen, Shibu Jose, P K R Nair, Barry J Brecke, Peter Nkedikizza, Craig L RamseyAbstract:Abstract Excessive application of nitrogen (N) fertilizer in commercial agriculture and forestry can result in leaching of nitrate (NO3-N) into surface and subsurface drainage water. Temperate alley cropping is considered to be a potentially useful land use practice for mitigating this problem because deep roots of trees could serve as a “safety net” for capturing the N that is leached below the root zone of crops. This hypothesis was tested in a pecan (Carya illinoensis K. Koch)–cotton (Gossypium hirsutum L.) alley cropping system in northwestern Florida from June 2001 to August 2002. A belowground polyethylene root barrier was used to isolate tree roots from cotton alleys in half the number of test plots in order to provide two treatments—barrier and non-barrier. Soil water nutrient concentrations were quantified 1–2 times monthly from lysimeter water samples collected from two depths (0.3 and 0.9 m) at specific distances (1.5, 4.2 and 8.4 m from tree) in alley rows. Using this data, nutrient leaching rates were calculated using water drainage estimates derived from the LEACHMN Soil Modeling program. Overall, ammonium concentrations in Soil solution were found to be close to the minimum limit of detection, a result similar to other lysimetric studies. Nitrate concentrations varied by depth but not by treatment in both growing seasons, with 0.9 m levels being significantly lower than 0.3 m levels. However, N leaching rates were found to be lower in the non-barrier treatment compared to barrier treatment, and also lower at 0.9 m depths in both treatments compared to 0.3 m depths. Cumulative amounts of nitrate leached during the study period were 63.83 and 13.05 kg ha−1 for 0.3 and 0.9 m depths, respectively, in non-barrier treatment, compared to 121.94 and 45.56 kg ha−1 for respective depths in barrier treatment, representing a significant reduction in total NO3-N leached at both depths. Hence, it is likely that tree roots were able to capture N in the non-barrier treatment, resulting in lower rates of leaching below the root zone. Further, tree water uptake, in addition to cotton water uptake in the non-barrier treatment, may have decreased water drainage in comparison to the barrier treatment, thereby influencing leaching rates. It appears that tree roots play a significant role in alleviating groundwater nitrate leaching through their safety-net role in temperate alley cropping systems.
Moura-silva, Marcos Guilherme - One of the best experts on this subject based on the ideXlab platform.
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Educação matemática realística: uma abordagem teórico-metodológica para o ensino de matemática nas escolas do campo
'Universidade Federal do Tocantins', 2020Co-Authors: Moura-silva, Marcos Guilherme, De Oliveira Souza Rayza, Oliver Gonçalves Tadeu, Braga Borges, Ruy GuilhermeAbstract:ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo. Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education. Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo
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Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales
'Universidade Federal do Tocantins', 2020Co-Authors: Moura-silva, Marcos Guilherme, De Oliveira Souza Rayza, Oliver Gonçalves Tadeu, Braga Borges, Ruy GuilhermeAbstract:O movimento por uma Educação do Campo ainda carece de investigações de pressupostos teórico-metodológicos para o campo didático, pautadas no estudo de práticas de ensino que considerem o objeto de conhecimento e, ao mesmo tempo, valorize o aspecto realístico/contextual onde o aluno está inserido. Nessa perspectiva, investigamos as implicações teórico-metodológicas da teoria da Educação Matemática Realística (EMR) para o ensino de matemática na escola do campo. Baseados em uma abordagem metodológica qualitativa, elaborou-se uma trajetória hipotética de aprendizagem fundamentada nos princípios da EMR relacionada ao ensino de geometria analítica, a partir da prática de gabaritagem de terra no cultivo do Maracujá (passiflora edulis). Nossos resultados apontam a EMR como uma via teórico-metodológica promissora de exploração didática para o contexto do campo capaz de promover raciocínios formais, conceitos em situações realísticas, apropriação de linguagem matemática e potencial para o desenvolvimento de conceitos no ramo da geometria cartesiana. Palavras-chave: Educação Matemática Realística, Modelos Emergentes, Geometria Analítica, Escola Rural. Educação do Campo. Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry. Keywords: Realistic Mathematics Education, Emerging Models, Analytical Geometry, Countryside School, Rural Education. Educación Matemática realista: un enfoque teórico- metodológico para la enseñanza de las matemáticas en las escuelas rurales RESUMEN. El movimiento para una Educación del Campo aún carece de investigaciones de supuestos teóricos metodológicos para el campo didáctico, basados en el estudio de prácticas de enseñanza que consideran el objeto del conocimiento y, al mismo tiempo, valoran el aspecto realista / contextual en el que se inserta el estudiante. Desde esta perspectiva, investigamos las implicaciones teóricas metodológicas de la teoría de la Educación Matemática Realista (EMR) para la enseñanza de las matemáticas en la escuela del campo. Basado en un enfoque metodológico cualitativo, se elaboró un camino de aprendizaje hipotético basado en los principios de EMR relacionados con la enseñanza de la geometría analítica, a partir de la práctica del modelado del suelo en el cultivo de maracuyá (passiflora edulis). Nuestros resultados apuntan a la RME como un enfoque teórico metodológico prometedor de la exploración didáctica en el contexto rural capaz de promover el razonamiento formal, los conceptos en situaciones realistas, la apropiación del lenguaje matemático y el potencial para el desarrollo de conceptos en el campo de la geometría cartesiana Palabras clave: Educación Matemática Realista, Modelos Emergentes, Geometría Analítica, Escuela Rural. Educación del Campo.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.ABSTRACT. The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of Soil Modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry
Ips Paul - One of the best experts on this subject based on the ideXlab platform.
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two layer Soil modelling optimal designing of grounding system of high voltage gas insulated substation gis air insulted substation ais using matlab gui
Water and Energy International, 2015Co-Authors: R Kumar, Kamal Bansal, Devender Kumar Saini, Ips PaulAbstract:This paper presents an accurate method cum procedure for Soil Modeling & designing the grounding system of gas-insulated substation (GIS) and air insulted substation (AIS). A grounding system design of the gas- insulated substation (GIS) is a complicated task to provide an adequate grounding system and meet specific criteria with regards to personnel safety and integrity of equipment during a fault condition. Similarly design of air insulated system (AIS) also need special attention. MATLAB GUI has been used to find the two Soil model and accurate designing of grounding system of high voltage GIS/AIS.