scholarly journals O que Professores dos Anos Iniciais revelam saber a Respeito da Classificação, Seriação e Inclusão de Classe

2017 ◽  
Vol 18 (2) ◽  
pp. 134
Author(s):  
Eliane Maria de Oliveira Araman ◽  
Adriana Quimentão Passos ◽  
Maria Eleni Curti
Keyword(s):  
Elementary School ◽  
Qualitative Study ◽  
Point Of View ◽  
Mathematical Education ◽  
New Work ◽  
Public School Teachers ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Class Inclusion ◽  
Math Class

Partindo do pressuposto que nas aulas de Matemática dos Anos Iniciais prevalece o trabalho com conteúdos relacionados a números eoperações, levantou-se o questionamento: se os números são mais abordados nos Anos Iniciais, como está sendo feito esse trabalho? Levando em consideração quais as tarefas que tratam dos processos de classificação, seriação e inclusão de classe são relevantes para a construção do conceito de números, entre outros conceitos matemáticos, desenvolveu-se o trabalho com o objetivo de investigar o que professores sabem a respeito desses processos e as dificuldades que encontram ao abordá-los. Trata-se de um estudo de abordagem qualitativa feito a partir da análise de cinco entrevistas realizadas com professoras da rede pública dos municípios de Londrina-PR e Ibiporã-PR. Os dados foram coletados por meio de entrevistas. Considera-se que a compreensão do significado de conceitos matemáticos e do modo como estes são construídos constitui uma etapa importante para a construção do conceito de números e pode ajudar o professor a entender as dificuldades encontradas, por alguns alunos, na aprendizagem matemática, bem como a elaborar propostas pedagógicas adequadas à superação dessas dificuldades. Não se tem a intenção de sanar as dúvidas, mas sim de suscitá-las, provocando reflexões tanto do ponto de vista da prática pedagógica como de novos trabalhos acerca do assunto.Palavras-chave: Educação Matemática. Conceito de Número. Formação de Professor. Anos Iniciais.Abstract Starting from the assumption that in the Elementary School’s math class prevails the approach with contents related to numbers and operations, the question was raised: if the numbers are more addressed in the Elementary School, how is this approach being done? Considering that tasks that deal with classification, seriation and class inclusion processes are relevant for the construction of the numbers concept s, among other mathematical concepts, the research was developed with the objective of investigating what teachers know about these processes and the difficulties they encounter in approaching them. This is a qualitative study based on the analysis of five interviews made public school Teachers in Londrina-PR and Ibiporã-PR. Data were collected through interviews. It is considered that the understanding of the meaning of mathematical concepts and how they are built is an important step for constructing the numbers concept, and cam assist the teacher notice the difficulties encountered by some students in mathematical learning, and to develop educational proposals appropriate to overcome these difficulties. It is not intended to resolve doubts, but rather to raise them, provoking reflections both from the pedagogical practice’s point of view and new work on the subject.Keywords: Mathematical Education. Number Concept. Teacher’s Education. Elementary School.

scholarly journals The importance of using body language in teaching the lower grades from the point of view of public school teachers in Jenin - An exploratory study: أهمية استخدام لغة الجسد في التعليم بالصفوف الدنيا من وجهة نظر معلمي المدارس الحكومية بمدينة جنين ـ دراسة استطلاعية

2020 ◽  
Vol 4 (20) ◽  
Author(s):  
Nedal Fayez Abdelghafoor
Keyword(s):  
Public School ◽  
Classroom Management ◽  
Educational Institution ◽  
Body Language ◽  
Educational Process ◽  
Point Of View ◽  
Public School Teachers ◽  
School Teachers ◽  
Teaching Process ◽  
Management Domain

The study aimed to highlight the importance of using body language in the teaching process and determining the importance of using it in teaching the lower grades from the point of view of public school teachers in Jenin The study was followed the descriptive/exploratory method, where the researcher conducted an extensive survey of related literature to achieve the first objective, while the field data were collected by a questionnaire consisting of (34) items divided into three areas: teacher, learner, Classroom management, it was implemented on a sample of (125) teachers. The findings indicated that the use of body language acquire a great importance in more than one aspect of the educational process(learner, Teacher, Class management), and showed that the level of teachers awareness of the importance of using body language in teaching process came in a high degree. Regarding to the variables, the findings showed that there were statistically significant differences due to the sex variable in teachers' awareness degree at the level of the learner domain and classroom management domain, in favor of females, while the findings showed that there were no differences at the level of teacher domain and the tool due to the sex variable, and no differences due to the years of experience variable at the level of the tool and its three fields In the light of mentioned results, a set of recommendations were addressed to teachers and the educational institution officials and researchers.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Formative Assessment: Revisiting the territory from the point of view of teachers

2011 ◽  
Vol 46 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Joëlle Morrissette
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Point Of View ◽  
School Teachers ◽  
Know How ◽  
Group Interviews

This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their “ways of doing things,” by revisiting and elaborating upon assessment episodes that had been previously identified on classroom videotapes. An interactionist analysis served to describe the territory of formative assessment according to the range of their formal and informal “ways of doing things.”

ONE POINT OF VIEW: The morning after

1971 ◽  
Vol 18 (4) ◽  
pp. 213-214
Author(s):  
Henry Van Engen
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Colleges And Universities ◽  
Point Of View ◽  
School Teachers ◽  
Prospective Elementary Teachers ◽  
The Past

Events in the past ten years have made it necessary and desirable for colleges and universities to increase their course requirements in mathematics for elementary school teachers. There has been little or no opposition to this trend except as one finds it in individual colleges when there is a proposal to change course requirements. In mathematics the change has been in the direction of doubling or trebling the number of credits in mathematics required of prospective elementary teachers.

scholarly journals Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

2016 ◽  
Vol 20 (1) ◽  
pp. 1096-2409-20.1. ◽  
Author(s):  
Blair Cholewa ◽  
Emily Goodman-Scott ◽  
Antoinette Thomas ◽  
Jennifer Cook
Keyword(s):  
Elementary School ◽  
Qualitative Study ◽  
Elementary School Teachers ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
School Teachers ◽  
Consultation Process ◽  
Teachers Perceptions ◽  
Teacher Consultation

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The researchers identified three themes: (a) school counselors prioritizing relationships, (b) school counselors taking initiative, and (c) school counselors' specialization. The researchers discuss implications for school counseling practice, including strategies for facilitating consultation with teachers.

scholarly journals PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY

2020 ◽  
Vol 9 (2) ◽  
pp. 133
Author(s):  
Samuel Igo Leton ◽  
Kristoforus Djawa Djong ◽  
Irmina Veronika Uskono ◽  
Wilfridus Beda Nuba Dosinaeng ◽  
Meryani Lakapu
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Deep Understanding ◽  
Preliminary Test ◽  
Mathematical Concept ◽  
Two Dimensional ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Teaching Aids

Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.

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