scholarly journals Conocimiento como medio para la interacción de alumnos de primer grado de educación primaria con las fracciones

2019 ◽  
pp. 1-8
Author(s):  
Francisco Javier Hernández-Gutiérrez ◽  
Norma Susana Rosales-Posada
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
First Grade ◽  
Specialized Knowledge ◽  
Mathematic Teacher ◽  
Official Curriculum ◽  
Educación Primaria ◽  
The Impact

The objective of this paper is to identify the subdomains of Mathematic Teacher Specialized Knowledge (MTSK) in the teaching practice in a mathematics class-session, using a qualitative perspective with observation, transcription and their respective analysis, to contribute to professional improvement of elementary school teachers. At the same time, gathering evidence from a Didactic Situation on the impact generated by an approach of first grade students with the field of fractions study, since it is a content not incorporated in the official curriculum for the first cycle of elementary school. The results of the study present the concrete possibility of potentializing specific contents of fractions in the first grades of elementary education, a transcendent aspect in the visualization of this type of content in these first grades of education.

EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN

2021 ◽  
Vol 53 (1) ◽  
pp. 76-88
Author(s):  
C. R. Gromova ◽  
◽  
R. R. Khayrutdinova ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Educational Institution ◽  
Russian Language ◽  
Migrant Children ◽  
Educational Technologies ◽  
School Teachers ◽  
Open Questions

Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

scholarly journals PERMAINAN TRADISIONAL CUBLAK-CUBLAK SUWENG DARI PROVINSI YOGYAKARTA DAN PEMBENTUKAN KARAKTER TANGGUNG JAWAB PADA PESERTA DIDIK MI/SD DI INDONESIA

2020 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Yosie Ervanda ◽  
Anis Fuadah Z
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Method ◽  
Research Subjects ◽  
School Teachers ◽  
Is Research ◽  
The Government ◽  
Role Of The Government ◽  
The Impact

The purpose of this study was to see the traditional cublak-cublak suweng game from D.I Yogyakarta, and the order for the character of responsibility for students. Knowing the method of implementing the cublak-cublek suweng game that can shape the character of responsibility for students. This research method is research research. The research subjects were research articles and web that discussed the cublak-cublak suweng game that could be accounted for for its authenticity and correctness. The scope of this research includes elementary school teachers, elementary school children, and the surrounding community who are familiar with this game, as well as the role of the government in preserving the cublak-cublak suweng game and applying it to elementary schools at this time.This research was conducted to explain whether the cublak-cublak suweng game in the present era can give pleasure after being played and the impact that occurs after being played 1) Introduction to what cublak-cublak suweng is and how to play it. 2) Implementation of the cublak-cublek suweng model that can develop the character of responsibility for students, 3) The effectiveness of the cublak-cublak suweng game in shaping the character of responsibility for students. 4) what are the effects if you continue to drink it again and again. 

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

scholarly journals Addressing Alcohol in the Context of Elementary Education: the Social Imaginary Reconstruction of Teachers

2010 ◽  
Vol 18 (5) ◽  
pp. 928-935
Author(s):  
Ingryd Cunha Ventura Felipe ◽  
Antonio Marcos Tosoli Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Professional Practice ◽  
Social Imaginary ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Alcohol consumption is considered a global problem, principally affecting adolescents. In this context, the aims of this study were to identify the pedagogical strategies developed by elementary school teachers in the approach to alcohol with adolescents; To analyze the attitudes, beliefs, values and practices of the elementary school teachers in relation to alcohol; To discuss the repercussions of the attitudes, beliefs, values and practices of the teachers about alcohol in the dialogue with the students and in the implementation of the strategies referred to above. This was a qualitative study performed with 26 teachers of a Rio de Janeiro public school. The data were analyzed through thematic content analysis and grouped into 5 categories. It was concluded that social imaginary and attitudinal construction of the teachers directly interferes with the personal and professional practice and has repercussions in the quotidian life of the students. It was noted that the focus should not just be on the students, but on the relationship of the teachers with their pedagogic strategies.

Attitudes of prospective elementary school teachers towards arithmetic

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Education Majors ◽  
School Teachers ◽  
Elementary Education Majors ◽  
Preparatory Program

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.

scholarly journals ENTRE OS DITOS E OS INTERDITOS: representações de professores e professoras do ensino fundamental sobre gênero e sexualidade

2016 ◽  
Vol 23 (1) ◽  
pp. 107
Author(s):  
Sandra Regina De Oliveira Faustino ◽  
Jonas Alves Da Silva Júnior ◽  
Mônica Pinheiro Fernandes
Keyword(s):  
Teacher Training ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Social Representations ◽  
Social Representation ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
The Social ◽  
Effective Use ◽  
Educación Primaria

Este artigo é fruto de entrelaçamentos de vivências advindas do trabalho realizado no PIBID/UFRRJ e da investigação sobre as representações de professores/as do Ensino Fundamental de uma escola municipal de Queimados/RJ no que concerne a gênero e sexualidade, desenvolvida pelo Grupo de Pesquisa Infâncias até os 10 anos (GRUPIs). Esta pesquisa adotou o método exploratório-qualitativo para produzir reflexões e conhecimentos de uso mais efetivo no âmbito das representações sociais sobre gênero e sexualidade. Para atingir o nosso objetivo, valemo-nos de teóricos que estudam sobre formação de professores, bem como os que pesquisam sobre gênero e sexualidade e das respostas obtidas com base no questionário aplicado aos professores da escola-campo. As reflexões resultantes das discussões relativas à pesquisa com os/as professores/as revelaram representações carregadas de preconceitos e ambiguidades, urgindo como guisa de conclusão a necessidade de abordar os temas gênero e sexualidade no currículo de formação inicial e continuada dos/as educadores/as, com o intuito de enfrentar e desconstruir preconceitos de forma criativa, crítica e dialógica. Devido à complexidade e urgência do tema, a investigação apontou para continuidade e aprofundamento de estudos sobre gênero e sexualidade na escola. Palavras-chave: Gênero. Sexualidade. Representação social. PIBID. Formação de professores.   BETWEEN SAID AND PROHIBITED: representations of teachers and teaching of elementary education on gender and sexuality Abstract: This article is the result of entanglements of resulting experiences from work carried out PIBID / UFRRJ and research on the representations of elementary school teachers from a municipal school in Queimados / RJ with regard to gender and sexuality developed by childhoods Research Group up 10 years (GRUPIs). This research adopted the exploratory qualitative method to produce ideas and knowledge more effective use within the social representations of gender and sexuality. To achieve our goal, we make use of theorists who study on teacher training, as well as researching on gender and sexuality, and the answers obtained based on the questionnaire administered to school-field teachers. The reflections resulting from discussions concerning the survey of teachers showed charged representations of prejudices and ambiguities, urging as a way of conclusion the need to address the issues gender and sexuality in the curriculum of initial and continuing training of teachers, in order to confront and deconstruct prejudices of creative, critical and dialogical way. Due to the complexity and urgency of the issue, the investigation pointed to continuing and deepening studies on gender and sexuality at school. Keywords: Gender. Sexuality. Social representation. PIBID. Teacher training.    ENTRE DICHO Y PROHIBIDOS: representaciones de  los maestros y  maestras de la enseñanza de la educación primaria sobre el género y la sexualidadResumen: Este artículo es el resultado de los entrelazamiento de vivencias adviniendo del trabajo llevado a cabo por el PIBID / UFRRJ y de la investigación sobre las representaciones de los profesores de la escuela primaria de una escuela municipal en Queimados / RJ, con respecto al género y la sexualidad desarrollada por infancias Grupo de Investigación hasta los 10 años (GRUPIs). Esta investigación adoptó el método cualitativo exploratorio para producir ideas y conocimientos uso más eficaz dentro de las representaciones sociales de género y la sexualidad. Para lograr nuestro objetivo, hicimos uso de los teóricos que estudian en la formación del profesorado, así como la investigación sobre el género y la sexualidad, y las respuestas obtenidas en base al cuestionario aplicado a los docentes de campo de la escuela. Las reflexiones resultantes de los debates relativos a la encuesta de los profesores mostrarán representaciones de los prejuicios y las ambigüedades, lo que necesita como una manera de conclusión, en la necesidad de abordar cuestiones de género y la sexualidad en el currículo de la formación inicial y continua de los docentes, con el fin de enfrentar y deconstruir prejuicios de manera creativa, crítica y dialógica. Debido a la complejidad y la urgencia de la cuestión, la investigación apuntó a continuar y profundizar los estudios sobre género y sexualidad en la escuela. Palabras Clave: Género. Sexualidad. Representación Social. PIBID. La formación del Profesorado.

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