scholarly journals Organização do Ensino do Conceito de Número no Primeiro Ano de EscolarizaçãoOrganization of Teaching the Concept of Number in the First Year of Schooling

2021 ◽  
Vol 23 (1) ◽  
pp. 530-560
Author(s):  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga Moraes
Keyword(s):  
Mathematics Teaching ◽  
Role Play ◽  
Pedagogical Practices ◽  
Scientific Methodology ◽  
Numerical Sequence ◽  
First Year ◽  
Formative Experiment ◽  
Study Activity ◽  
Study Task ◽  
Theoretical Thinking

ResumoEste artigo tem como objetivo investigar o processo de apropriação do conceito de número pelos escolares que frequentam o primeiro ano do ensino fundamental. Para isso, desenvolvemos um experimento formativo, uma metodologia de caráter científico que permite investigar o processo de desenvolvimento dos sujeitos e as formas de organizar o ensino. Neste experimento, elaboramos uma unidade didática sobre o conceito de número. No processo de elaboração e desenvolvimento do experimento formativo foi possível investigarmos a interrelação entre a atividade de estudo e as demais atividades humanas, em especial, o jogo de papéis. Em síntese, ao desenvolver essa investigação, avaliamos que na aprendizagem do conceito de número os escolares realizaram, a princípio, ações pautadas na percepção sensorial da realidade, o que significa que as abstrações e generalizações elaboradas pelas crianças tinham como base a lógica do pensamento empírico. Contudo, com a intervenção orientada pela pesquisadora, verificamos que as crianças começaram a compreender que a essência do conceito de número não existe sem as relações entre as grandezas, sejam elas discretas ou contínuas, revelando assim o processo de formação do pensamento teórico. A partir dos dados analisados nessa pesquisa, concluímos que é possível superar práticas pedagógicas tradicionais que reduzem o conceito de número a memorização, cópia e recitação da sequência numérica, a partir da sistematização de ações de ensino que priorizam a aprendizagem desse conceito a partir das relações entre as grandezas.Palavras-chave: Ensino de Matemática, Atividade de estudo, Tarefa de estudo, Jogo de papéis, Número.AbstractThis article aims to investigate the process of appropriation of the concept of number by students of the first year of elementary school. For this, we developed a formative experiment, a scientific methodology that allows investigating the process of development of the subjects and the ways of organising teaching. In this experiment, we developed a didactic unit on the concept of number. In the process of elaborating and developing the formative experiment, it was possible to investigate the interrelationship between the study activity and other human activities, in particular, the role play. In summary, when developing this investigation, we evaluated that in learning the concept of number, students performed, at first, actions based on the sensory perception of reality, which means that the abstractions and generalisations the children elaborated were based on the logic of empirical thinking. However, with the intervention guided by the researcher, we found that the children began to understand that the essence of the concept of number does not exist without the relationships between the quantities, whether they are discrete or continuous, thus revealing the process of forming theoretical thinking. From the data analysed in this research, we conclude that it is possible to overcome traditional pedagogical practices that reduce the concept of number to memorisation, copying, and recitation of the numerical sequence, based on the systematisation of teaching actions that give priority to the learning of this concept based on relationships between the quantities.Keywords: Mathematics teaching, Study activity, Study task, Role play, Number.ResumenEste artículo tiene como objetivo investigar el proceso de apropiación del concepto de número por parte de los estudiantes del primer año de primaria. Para ello, desarrollamos un experimento formativo, que constituye una metodología científica que permite investigar el proceso de desarrollo de las asignaturas y las formas de organizar la enseñanza. En este experimento, se elaboró una unidad didáctica sobre el concepto de número. En el proceso de elaboración y desarrollo del experimento formativo, fue posible investigar la interrelación entre la actividad de estudio y otras actividades humanas, especialmente el juego de roles. En resumen, al desarrollar esta investigación, evaluamos que, al aprender el concepto de número, los estudiantes realizaron, al principio, acciones basadas en la percepción sensorial de la realidad. Esto significa que la abstracción y generalización elaborada por los niños se basaron en la lógica del pensamiento empírico. Sin embargo, con la intervención guiada por el investigador, quedó en evidencia que los niños empezaron a comprender que la esencia del concepto de número no existe sin las relaciones entre las cantidades, ya sean discretas o continuas, lo que revela el proceso de formación del pensamiento teórico. A partir de los datos materializados, la investigación concluyó que es posible superar las prácticas pedagógicas básicas que originan el concepto de número, memorización, copia y recitación de la secuencia numérica, a partir de la sistematización de acciones docentes que priorizan el aprendizaje de este concepto desde las relaciones entre cantidades.Palabras-clave: Enseñanza de las matemáticas, Actividad de estudio, Tarea de estudio, Juego de papeles, Número.

scholarly journals Study On The Use Of Oral Drills And Role-Play Method In Improving Students’ Interactive Speaking Achievement

2017 ◽  
Vol 2 (1) ◽  
pp. 24-45
Author(s):  
Kelvri L. Sinambela ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Experimental Method ◽  
Quantitative Research ◽  
Role Play ◽  
P Value ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study examines whether the use of Oral Drills and Role-Play method could improve students’ interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (Oral Drill and Role-Play Method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p Value (Sig.) ≤ 􀟙 (0.05) then HA is accepted and H0 is rejected and If p Value (Sig.) ≥ 􀟙 (0.05) then H0 is accepted and HA is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students’ interactive speaking achievement after using oral drills and role-play method.   Keywords: Interactive Speaking, Oral Drills, Role-Play Method

scholarly journals Effective mathematics teaching in tertiary technological education: The case of ASPETE

2020 ◽  
Vol 7 (1) ◽  
pp. 158-168
Author(s):  
Katerina Kasimatis ◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
Dionisios Kouloumpis
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning System ◽  
First Year ◽  
Research Approach ◽  
Technological Education ◽  
First Year Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.

scholarly journals Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice

2019 ◽  
Vol 32 (4) ◽  
pp. 563-588
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Theory And Practice ◽  
Primary Teacher ◽  
First Year ◽  
Theoretical Concepts ◽  
Analysis Instrument ◽  
Theory Use

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

Implementing innovative, learner-centered methods to teach oncology fellows how to face difficult conversations.

2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 27-27
Author(s):  
Andrew Shaw ◽  
Matthew Reilley ◽  
Jennifer Leigh McQuade ◽  
Walter F. Baile ◽  
Daniel E. Epner
Keyword(s):  
Communication Skills ◽  
Role Play ◽  
Narrative Medicine ◽  
Life Transitions ◽  
Average Score ◽  
First Year ◽  
Large Group ◽  
Learner Centered ◽  
Clinical Scenarios ◽  
Key Skills

27 Background: Oncologists engage in emotionally charged conversations with patients and families about prognosis, goals of care, and end of life transitions. Many oncologists lack key skills for guiding patients through such conversations. Key skills include posing open ended questions to elicit the patient’s perspective, using silence effectively, and responding to emotion with empathy. We previously described a communication skills curriculum for first year medical oncology fellows consisting of a series of one hour monthly seminars (Epner and Baile, Academic Medicine, 2014). We now describe improvements in the curriculum based on extensive feedback from learners and teaching assistants. Methods: Anonymous feedback from first year fellows indicated longer sessions would allow for sufficient warm up and more in depth reflection and opportunity to practice. We therefore consolidated the sessions into quarterly 4 hour workshops. Several fellows also expressed discomfort with participating in role play of clinical scenarios in front of colleagues, so we implemented small group learning in which 3-4 fellows practiced communication skills in facilitated role play scenarios. We also replaced large group role play with narrative medicine techniques, such as reading and discussing medically-themed short stories and reflective writing exercises to allow the greatest amount of participation among learners. Results: Fellows completed anonymous surveys on which they rated items on a 4 point scale, with 1 being best and 4 worst. The average score of the two survey items pertaining to large group role play was 2.6. After changes in the curriculum, items pertaining to narrative medicine averaged 1.3, which was very favorable. Items pertaining to relevance and value of the curriculum also averaged less than 1.5 for all years. Attendance was 100% with the exception of fellows who were on vacation. Conclusions: Learner-centered, interactive innovations to our previous communication skills curriculum were highly rated by fellows and addressed issues of enhanced participation in a learning environment in which fellows felt safe to actively participate, reflect, and interact extensively with their peers.

Culturally Responsive Mathematics Teaching and Constructivism: Preparing Teachers for Diverse Classrooms

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Patrick Wachira ◽  
Jane Mburu
Keyword(s):  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Students ◽  
Diverse Classrooms ◽  
Responsive Pedagogy ◽  
Linguistic Backgrounds

AbstractAs the school population becomes increasingly diverse with students of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive practices that capitalize on the cultural capital that such students bring to the learning process. Current practices especially in mathematics teaching are failing to meet the learning needs of most diverse students thus contributing to their lack of success. Further, few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the learning needs of diverse students. This article explores the theory of constructivism and its implications to mathematics teaching. The article further explores culturally responsive pedagogy and what it means to be a culturally responsive teacher. In their analyses, the authors draw parallels between culturally responsive pedagogical practices and strategies for teaching based on a constructivist view of learning. They demonstrate why the general principles derived from the constructivist theory are particularly suited for teaching diverse students consistent with notions of culturally responsive pedagogy. Some recommendations for teacher preparation are then provided.

scholarly journals Study Activity in the First Year of the Daily Course. Experiences at the Guantánamo University

2018 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Felipe Díaz ◽  
◽  
Francisco Guevara ◽  
Zulema Columbié ◽  
◽  
...  
Keyword(s):  
First Year ◽  
Study Activity ◽  
Course Experiences

scholarly journals PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

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