Aprendizagem de frações no ensino fundamental

Partindo do visível déficit presente nos alunos em relação às formas de lidar com os números fracionários, o qual se estende por todos os anos do Ensino Fundamental e Médio, o presente estudo investigou questões sobre o ensino de frações, a primeira delas e desencadeadora das demais, se refere à forma que os alunos enxergam as frações e as idéias que eles associam aos números fracionários, assim como que rumos de aprendizagem ou tipos de atividades poderiam conduzir os alunos a terem um ensino de qualidade. Outra importante questão deste trabalho diz respeito à operação soma de frações e de como ela é ensinada na escola. Sabemos que o predomínio é o uso do algoritmo que utiliza o m.m.c. para os cálculos, onde muitas vezes o uso das frações equivalentes não fica evidenciado. Assim, apresentarei resultados para mostrar que é possível ensinar a somar frações sem seguir essa linha tradicional.This work is motived by the students difficulties towards the different ways to deal with fractional numbers, which is noticed during all the Elementary and the High School, this study investigated some questions about the teaching of the fractions. The first one – which motivates the other questions – refers to the way that the students see the fractions and the ideas associated to fractional numbers, and the learning directions or kinds of activity which could make the comprehension of the students about these topics possible. Another important question in this work is about the sum of fractions and how it is usually taught at school. The algorithm that uses the l.c.f. (least common multiple) is the most common way to taught it, in this method, the utilization of the equivalent fractions is not exposed. This way, I will present some results to show that it is possible to teach the sum of fractions using other perspectives

Precision measurement of the structure of the CMS inner tracking system using nuclear interactions

The structure of the CMS inner tracking system has been studied using nuclear interactions of hadrons striking its material. Data from proton-proton collisions at a center-of-mass energy of 13 TeV recorded in 2015 at the LHC are used to reconstruct millions of secondary vertices from these nuclear interactions. Precise positions of the beam pipe and the inner tracking system elements, such as the pixel detector support tube, and barrel pixel detector inner shield and support rails, are determined using these vertices. These measurements are important for detector simulations, detector upgrades, and to identify any changes in the positions of inactive elements

Precision measurement of the structure of the CMS inner tracking system using nuclear interactions

The structure of the CMS inner tracking system has been studied using nuclear interactions of hadrons striking its material. Data from proton-proton collisions at a center-of-mass energy of 13 TeV recorded in 2015 at the LHC are used to reconstruct millions of secondary vertices from these nuclear interactions. Precise positions of the beam pipe and the inner tracking system elements, such as the pixel detector support tube, and barrel pixel detector inner shield and support rails, are determined using these vertices. These measurements are important for detector simulations, detector upgrades, and to identify any changes in the positions of inactive elements