scholarly journals A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

2021 ◽  
Vol 11 ◽  
Author(s):  
Vicente Bermejo ◽  
Pilar Ester ◽  
Isabel Morales
Keyword(s):  
Elementary Education ◽  
Intervention Program ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Empirical Evaluation ◽  
Second Grade ◽  
Construction Of Knowledge ◽  
Mathematical Performance ◽  
Mathematics Competence ◽  
Constructivist Intervention

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics.

scholarly journals Mathematical Thinking Styles—The Advantage of Analytic Thinkers When Learning Mathematics

2021 ◽  
Vol 11 (6) ◽  
pp. 289
Author(s):  
Jaime Huincahue ◽  
Rita Borromeo-Ferri ◽  
Pamela Reyes-Santander ◽  
Viviana Garrido-Véliz
Keyword(s):  
Mathematical Thinking ◽  
Quantitative Approach ◽  
Mathematical Tasks ◽  
Thinking Styles ◽  
Mathematical Performance ◽  
Test Instrument ◽  
Analytical Thinking ◽  
Learning Mathematics ◽  
Valid Test ◽  
Insight Into

School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.

scholarly journals Intervention program efficacy for spelling difficulties

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Maria Nobre Sampaio ◽  
Simone Aparecida Capellini
Keyword(s):  
Elementary Education ◽  
Intervention Program ◽  
Fifth Grade ◽  
Spelling Errors ◽  
The Third ◽  
Spelling Performance ◽  
Program Efficacy ◽  
The City ◽  
Intervention Procedure

OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. RESULTS: The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. CONCLUSION: The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.

scholarly journals Trabalho Docente com Estatística nos Primeiros Anos de Escolarização: um Estudo de Caso

2020 ◽  
Vol 13 (2) ◽  
pp. 196-202
Author(s):  
Cíntia Poffo ◽  
Janaína Poffo Possamai ◽  
Viviane Clotilde Da Silva
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Teaching Practice ◽  
First Year ◽  
Statistical Literacy ◽  
Daily Lives ◽  
Organizational Perspective ◽  
Starting Point ◽  
Practice Problem ◽  
New Ideas

ResumoO letramento estatístico pode ser desenvolvido desde os primeiros anos de escolarização, envolvendo o contexto de brincadeira e de vida. Também, a análise e apresentação de dados que pode tomar como base a perspectiva de organização que as crianças já têm em mente. Nesse contexto, esse trabalho tem como objetivo analisar como é realizado o trabalho com estatística no pré-escolar e no primeiro ano do Ensino Fundamental em um município do interior de SC, com o intuito de, na continuação da pesquisa, desenvolver uma proposta de intervenção do no que se refere ao ensino de estatística, no primeiro ano do Ensino Fundamental. Esse é um estudo do tipo descritivo de análise qualitativa, sendo todos os professores da pré escola e do primeiro ano do ensino fundamental que atuam na rede municipal em questão, entrevistados por meio de um questionário semiestruturado. A análise das entrevistas indica que os professores identificam a necessidade de desenvolver um trabalho que tenha como ponto de partida temáticas de interesse e do cotidiano das crianças. Também evidencia a importância de se conhecer verticalmente o currículo da Educação Infantil e do Ensino Fundamental, de modo a resgatar os conhecimentos prévios e então construir novos, com base nas conexões que as crianças conseguem estabelecer.Palavras-chave: Letramento Estatístico. Prática Docente. Resolução de Problemas.AbstractStatistical literacy can be developed from the first years of schooling, involving the context of play and life, and,the analysis and presentation of data can be based on the organizational perspective that children already have in mind. In this context, this work aims to analyze how work with statistics is carried out in pre-school and in the first year of elementary school in a city in the interior of SC, with the intention of, in the continuation of the research, developing an intervention proposal regarding the teaching of statistics, in the first year of elementary school. This is a descriptive type study of qualitative analysis, with all pre-school and first-year elementary school teachers working in the municipal network in question, interviewed using a semi-structured questionnaire. The analysis of the interviews indicates that the teachers identify the need to develop a work that has as a starting point themes of interest and the daily lives of children. It also highlights the importance of vertically learning the curriculum for Early Childhood Education and Elementary Education, in order to rescue previous knowledge and then build new ideas based on the connections that children are able to establish.Keywords: Statistical Literacy. Teaching Practice. Problem Solving

Examining the Adult Learning in “Giving Back” Initiatives

2021 ◽  
pp. 1039-1066
Author(s):  
Rochell R. McWhorter ◽  
Mark Owens ◽  
Joanna Neel ◽  
Jessica A. Rueter ◽  
Gina M. Doepker
Keyword(s):  
Adult Learning ◽  
Service Learning ◽  
Elementary Education ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Case Analysis ◽  
High Impact ◽  
Public Institution ◽  
Cross Case Analysis ◽  
Key Terms

Service-learning has been identified as a high-impact, experiential teaching practice by the Association of American Colleges and Universities. This chapter examines how service-learning (SL) initiatives at one public institution of higher education allowed students opportunities to give back to their community while gaining valuable adult learning experiences. Three cases are presented describing how graduate and undergraduate students (N=229) enrolled in one of four courses (Political Science, Special Education, Early Elementary Education, and Business) incorporated a service-learning component for relevant and purposeful adult learning outcomes. Following the presentation of each of these cases of service-learning, a cross-case analysis and key terms and definitions are offered.

Reconstructing Mathematics Pedagogy from a Constructivist Perspective

1995 ◽  
Vol 26 (2) ◽  
pp. 114-145 ◽  
Author(s):  
Martin A. Simon
Keyword(s):  
Education Reform ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Teaching Experiment ◽  
Constructivist Theory ◽  
Constructivist Teaching ◽  
Models Of Teaching ◽  
Teacher Researcher ◽  
Constructivist Perspective

Constructivist theory has been prominent in recent research on mathematics learning and has provided a basis for recent mathematics education reform efforts. Although constructivism has the potential to inform changes in mathematics teaching, it offers no particular vision of how mathematics should be taught; models of teaching based on constructivism are needed. Data are presented from a whole-class, constructivist teaching experiment in which problems of teaching practice required the teacher/researcher to explore the pedagogical implications of his theoretical (constructivist) perspectives. The analysis of the data led to the development of a model of teacher decision making with respect to mathematical tasks. Central to this model is the creative tension between the teacher's goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students.

The Effects of Intervention in Seriation from the “Bright Start” Program on the Development of Seriational-Mathematical Thinking of Israeli Kindergarteners of Ethiopian and Russian Origin

2002 ◽  
Vol 2 (2) ◽  
pp. 175-176
Author(s):  
Riva Mandel
Keyword(s):  
Cognitive Development ◽  
Cognitive Skills ◽  
Cultural Difference ◽  
Intervention Program ◽  
Mathematical Thinking ◽  
Teaching Style ◽  
Cognitive Change ◽  
Kindergarten Children ◽  
The Other ◽  
Control Group

The author examined the effect of teaching the Pattern and Sequence (useriation) unit from the intervention program Bright Start on the development of seriational mathematical thinking in kindergartners of Israeli, Ethiopian, and Russian origin. In addition, the author examined the effect of the teaching of this unit on the capacity for cognitive change in this area within the study group of children. Bright Start is a plan for the development of thinking in early childhood. This program, developed by Haywood, Brooks, and Burns (1986, 1992), is based on four developmental theories:(a) Feuerstein’s theory of structural cognitive modifiability and mediated learning experience; (b) Piaget’s stages theory of cognitive development; (c) Vygotsky’s social-historical theory of cognitive development; Haywood’s transactional perspective on human abilities.This study was focused on one unit of the program, the unit dealing with the development of seriational thinking. The teaching of this unit, like the remaining units in the program, is based on the mediational teaching style. The main emphasis of the study was placed on the comparison of three groups of different origin in Israel; therefore, no control group was examined.40 kindergartners from a disadvantaged area in Israel’s central region were examined, of whom 9 were native Israelis, 11 were of Russian origin, and 20 were of Ethiopian origin. The chidren were given several tests before and after the program. The examination consisted of three stages. At the beginning of the school year, the children underwent three tests to assess their ability to solve problem tasks when creating series with different elements. Subsequently, the intervention plan was taught with the aim of fostering cognitive skills of planning, comparison, relating to several sources of information, and restraining impulsiveness. Towards the end of the year, the children were again examined, and they underwent the three tests that they had done in the beginning of the year, checking their ability to solve tasks when creating series with different elements. In addition, the extent of internalization of the various skills was examined, as well as the capacity to apply skills to the area of arithmetic.As stated, this study focused on children of Ethiopian and Russian origin in comparison to native Israeli children. The decision to focus on children of Ethiopian origin derived from gaps that emerged in the learning process of this population as a result of the cultural difference that characterizes it. The children of Russian origin were part of the kindergarten’s population. They too manifested gaps as a result of cultural and social changes occurring among immigrants from the former Soviet Union.The purpose of the study was to demonstrate that intervention in specific thinking processes—in this case seriation from Bright Start at kindergarten age—will result in greater effectiveness and a significant cognitive ability to change in this area, particularly in children of Ethiopian origin whose initial cognitive level was poor. The hypothesis was confirmed that the children of Ethiopian descent did indeed evince initial inferiority visa-vis the other two groups, but after the intervention program they improved their performance and narrowed the gaps in comparison to the other groups. It is noteworthy that, according to the theory, cognitive processes are not related to any particular content or culture, but are suited to everyone. These processes were found to be beneficial to all of the children, but the cognitive change in seriational thinking as a result of the intervention program was particularly conspicuous in children of Russian origin.The effect of the intervention program was expressed in the ability to apply acquired skills to unstudied areas. Internalization of cognitive skills was apparent, as was the improved ability to comprehend a series and the acquisition of mathematical skills in all of the kindergarten children.The findings of this study have didactic implications relating to the significance of teaching seriation to kindergarten children. In addition, the study indicates the need for early education programs adapted to the population of children of Ethiopian and Russian origin in Israel.

scholarly journals Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

2016 ◽  
Vol 4 (2) ◽  
pp. 241 ◽  
Author(s):  
Stamatis Papadakis ◽  
Michail Kalogiannakis ◽  
Nicholas Zaranis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Software ◽  
Control Group ◽  
Mathematical Competence ◽  
Childhood Education ◽  
Mathematical Performance ◽  
Mathematics Ability ◽  
Mathematics Competence ◽  
Gender And Age

<p class="Abstract"><span lang="EN-GB">The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.</span></p>

scholarly journals Engenharia didática e projetos de modelagem geométrica: potencial para construção de conceitos no Ensino Fundamental à luz das ideias de Goldenberg

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rodrigo Sychocki Silva
Keyword(s):  
Elementary Education ◽  
Elementary School Students ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Geometric Modeling ◽  
Theoretical Foundation ◽  
Mathematical Thinking ◽  
Teaching Sequence ◽  
School Students ◽  
Didactic Engineering

Resumo: A proposta desse artigo é apresentar e discutir os resultados de uma pesquisa a nível de mestrado envolvendo o uso das tecnologias para o ensino de matemática. Analisam-se a manifestação e o desenvolvimento dos hábitos de pensamento matemático em estudantes do ensino fundamental envolvidos no trabalho com modelagem geométrica. Busca-se nas ideias de Goldenberg a fundamentação teórica necessária para analisar e avaliar a evolução dos sujeitos envolvidos durante a sequência de atividades propostas. A construção de um projeto de investigação envolvendo os aspectos teóricos propostos pela engenharia didática foi essencial para a interpretação e a análise dos resultados posteriores à realização da sequência de atividades. Com a proposta, procura-se mostrar que a inserção da tecnologia nas aulas de matemática tornou-se fundamental para a construção do conhecimento matemático pelos alunos. Ao final da pesquisa, assumindo-se a forma de um produto, disponibiliza-se na internet o ambiente virtual construído e utilizado ao longo das atividades propostas. Palavras-chave: Educação Matemática. Engenharia Didática. Hábitos de Pensamento Matemático. Sequência Didática. Tecnologia. TEACHING ENGINEERING AND MODELLING GEOMETRIC PROJECTS: POTENTIAL FOR BUILDING CONCEPTS IN ELEMENTARY EDUCATION IN THE LIGHT OF GOLDENBERG IDEASAbstract: The purpose of this paper is to present and discuss the results of a master degree research involving the use of technologies in mathematics teaching. It analyzes the manifestation and the development of mathematical thinking habits in elementary school students involved in working with geometric modeling. Search up the Goldenberg ideas the theoretical foundation required to analyze and evaluate the evolution of the subjects involved in the sequence of proposed activities. The construction of a research project involving the theoretical aspects proposed by the didactic engineering was essential for the interpretation and analysis of subsequent results to carry out the sequence of activities. With the proposal seeks to show that the inclusion of technology in math classes has become central to the construction of mathematical knowledge by students. At the end of the survey, assuming the form of a product available on the Internet a virtual environment constructed and used throughout the proposed activities.Keywords: Mathematics education. Didactic Engineering. Mathematical thinking habits. Teaching sequence. Technology.  

scholarly journals Educação do campo e o trabalho socialmente útil: uma prática pedagógica em estágio supervisionado / Countryside education and socially useful work...

2018 ◽  
Vol 8 (2) ◽  
pp. 158
Author(s):  
Sinara Silva Chagas ◽  
Celina Santos ◽  
Maritza Costa Moraes ◽  
Suzana Cavalheiro de Jesus
Keyword(s):  
Rural Communities ◽  
Elementary Education ◽  
Teaching Practice ◽  
School Community ◽  
Main Theme ◽  
Pedagogical Practice ◽  
Rural And Urban ◽  
The Social ◽  
Cognitive Knowledge ◽  
Relevant Factors

Este artigo apresenta, à luz da Educação do Campo, uma prática pedagógica vivenciada em uma escola urbana, lotada no município de Dom Pedrito/RS, que recebe alunos oriundos do campo. Tem-se por objetivo descrever um experimento pedagógico realizado durante o Estágio Supervisionado Obrigatório nos anos finais do Ensino Fundamental, que teve como suporte o planejamento por Complexo de Estudo (CALDART; FREITAS; SAPELLI, 2015). Trata-se da prática docente em uma perspectiva social, inclusiva e participativa, fazendo uso da ferramenta “Inventário da Realidade Social”. De acordo com os dados coletados e análise dos mesmos, foi possível destacar elementos balizadores para a elaboração do complexo de estudo, que procurou abranger a grande totalidade da comunidade escolar e comunidades rurais atendidas pela referida escola. O experimento pedagógico teve como tema principal o trabalho socialmente útil, o qual deu origem ao projeto “Aluno Integrado” que oportunizou a estudantes rurais e urbanos o convívio participativo e atuante na escola, contribuindo com o processo formativo nos âmbitos pedagógico e social. Assim, esta experiência evidenciou fatores relevantes entre a dicotomia rural e urbana, apresentando a escola como espaço gerador na construção dos múltiplos saberes. Buscou-se, para além do conhecimento cognitivo, a valorização do contexto social em que o aluno está inserido. Como resultado, foi possível à comunidade escolar experienciar um olhar amplo à perspectiva educacional, percebendo o aluno como um todo, dando a devida importância à sua presença nesta escola.Palavras-chave: Complexo de estudo; Educação do campo; Trabalho socialmente útil. ABSTRACT: This article presents, it up the Coutryside Education, a pedagogical practice experienced in a crowded school urban in the municipality of Dom Pedrito / RS, which receives students from the countryside. The objective is to report and present a pedagogical experiment carried out during the Mandatory Supervised Internship in the last years of Elementary Education, which was supported by the Complex Study Plan (CALDART; FREITAS; SAPELLI, 2015). It is the teaching practice in a social, inclusive and participatory perspective, making use Social Reality Inventory tool. According to the data collected and the analysis of these, it was possible to highlight elements for the elaboration of the study complex, which sought to cover the great totality of the school community and rural communities served by refered school. The pedagogical experiment had as its main theme the socially useful work, this gave rise to the project "Integrated Student" that gave rural and urban students the participative and active living in the school, contributing to the pedagogical and social formative process of them. Thus, this pedagogical experience evidenced relevant factors between the rural and urban dichotomy, presenting the school as generating space in the construction of multiple knowledge. It was noticed that this one contemplated not only the cognitive knowledge but also the social context in which the student is inserted, allowed the school community a broad view in the educational perspective valuing the student as a whole, giving due importance to their presence in this school.Keywords: Study complex; Coutryside education; Socially useful work.

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