scholarly journals The Teaching Proposal of Probability in a Brazilian Elementary School Textbook Collection

2020 ◽  
Vol 10 (3) ◽  
pp. 27-44
Author(s):  
Janielly Taila dos Santos Verbisck ◽  
Marilena Bittar
Keyword(s):  
Elementary School ◽  
Study Group ◽  
National Program ◽  
School Textbook ◽  
Anthropological Theory ◽  
Probability Concept ◽  
Second Year ◽  
Probability Teaching

We present in this article the analysis of the probability teaching proposal ofa textbook collectionused in the initial years of Brazilian elementary school, approved by the National Program of Textbooks (PNLD) in 2016. This work is related to the study group of Didactics of the Mathematics (DDMat). As a theoretical and methodological contribution, we used the anthropological theory of didactic, developed by Yves Chevallard and collaborators, that allows us to model and analyze the choices regarding mathematics and didactics present in the teaching of probability in the collection adopted. By the production and analysis of data, we noticed that some notions regarding probability were proposed from the volume referring to the second year of elementary school, in activities about possibilities. The formalization of the probability concept was presented in the last volume of the collection with activities associated with the idea of ​​fraction, ratio and percentage.

scholarly journals Investigation of game perceptions of elementary school students through the pictures they draw in the context of social powers

2020 ◽  
Vol 15 (2) ◽  
pp. 369-385
Author(s):  
Yahya Hicyilmaz
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Social Power ◽  
Central Anatolia ◽  
Study Group ◽  
Eastern Anatolia ◽  
School Students ◽  
Research Designs ◽  
Power Game ◽  
School Period

This study aims to investigate the perception of games in students who study in the elementary school period through the pictures they draw in the context of social powers. In this study, the phenomenology design, one of the qualitative research designs, was used. The study group of the research consisted of a total of 1,818 students, who studied in 23 elementary schools in the Marmara, Black Sea, Central Anatolia and Eastern Anatolia regions. Within this scope, after providing the students with the required materials, the question, ‘What do you think about when you hear “games”?’, was asked and they were asked to draw a picture with the theme, games. The data obtained in this framework were analysed through content analysis. According to the obtained findings, it is suggested that the playgrounds enjoyed by the children should be regulated to develop their social skills. Keywords: Elementary school, students, children’s drawings, social power, game, perception.

scholarly journals A matrícula no ensino fundamental em perspectiva: Brasil e unidades da Federação – 2000-2001

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Carlos Eduardo Moreno Sampaio ◽  
João Vicente Pereira ◽  
Liliane Oliveira Brant ◽  
Vanessa Néspoli
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
United Nations ◽  
Basic Education ◽  
Student Enrollment ◽  
National Program ◽  
School Enrolment ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Brazilian Case

Com o objetivo de subsidiar o Programa Nacional do Livro Didático (PNLD), gerenciado pelo Fundo Nacional de Desenvolvimento da Educação (FNDE), apresenta uma análise do comportamento histórico da matrícula no ensino fundamental regular e calcula estimativas para os anos de 2000 e 2001, na rede pública, por série, para cada uma das 27 unidades da Federação. Foi adotada a metodologia de fluxo escolar, considerando o modelo proposto pela Organização das Nações Unidas para a Educação, Ciência e Cultura (Unesco), com as adaptações pertinentes ao caso brasileiro e a incorporação de formas de correção e ajustes dos dados sugeridos pelo professor Ruben Klein. Palavras-chave: ensino fundamental; matrícula; Programa Nacional do Livro Didático. Abstract With the objective to subsidize the National Program of the Didactic Book (PNLD) managed by the National Fund for the Development of the Education (FNDE), this paper presents an analysis of the historical behaviour towards student enrollment in the regular basic education and it also calculates estimatives for the years 2000 and 2001, in public schools, by levels, for each one of 27 unities of the Federation. The methodology of the schoolar flow was adopted, considering the model proposed by the United Nations Educational, Scientific and Cultural Organization (Unesco) with the adaptations pertinent to the Brazilian case and the incorporation of correction forms and data adjustments suggested by professor (doctor) Ruben Klein. Keywords: elementary school, enrolment, National Program of the Didactic Book (PNLD).

Method or justification?

1972 ◽  
Vol 19 (8) ◽  
pp. 617-622
Author(s):  
W. G. Quast
Keyword(s):  
Elementary School ◽  
Whole Numbers ◽  
School Textbook ◽  
Textbook Series

Many of the recent elementary school textbook series and other programs utilize a variety of procedures in presenting the algorithms for work with whole numbers. The purpose of this multiprocedure approach is to seek to develop within the students some degree of understanding of computation rather than to rely on rote, mechanical, step-by-step directions. Unfortunately, the use of a variety of procedures raises some problems with regard to intent and implementation on the part of the teacher. In particular, teachers frequently become confused as to whether or not a given procedure is a method (an algorithm) or a justification for an a lgorithm.

Os Números Binários: do Saber Escolar ao Saber Científico

2017 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Herman Do Lago Mendes
Keyword(s):  
Elementary School ◽  
Scientific Knowledge ◽  
National Curriculum ◽  
Didactic Transposition ◽  
Anthropological Theory ◽  
Learning Content ◽  
Units Of Measurement ◽  
Curriculum Guidelines ◽  
Basic Learning

Investiga o lócus dos Números Binários, enquanto saber ensinado, saber a ser ensinado e saber científico. Para tal, recorre-se à Teoria da Transposição Didática e a Teoria Antropológica do Didático, ambas de Yves Chevallard. Para delimitar a pesquisa, inicia-se a investigação por meio de análise praxeológica (matemática e didática) de 4 coleções de livros didáticos de matemática dos anos finais do Ensino Fundamental avaliados pelo Programa Nacional do Livro Didático; realiza-se, posteriormente, a análise praxeológica de diretrizes curriculares nacionais e estadual. Por fim, estuda-se o lócus dos Números Binários na academia Matemática. Como principais resultados destacam-se: os números binários são sugeridos nas diretrizes curriculares como conteúdo básico de aprendizagem por meio de estudo de unidades de medida da informática; São trabalhados em livros didáticos de matemática de maneira auxiliar ao estudo de potenciação ou curiosidade ou servido como leitura complementar ao docente.Palavras-chave: Números Binários. Teoria da Transposição Didática. Teoria Antropológica do Didático.AbstractIt investigates the locus of binary numbers as a taught knowledge, a knowledge that is taught and scientific knowledge. For this purpose, it uses to the Theory of Didactic Transposition and Anthropological Theory of Didactic, both of Yves Chevallard. To delimit the research, it begins the investigation by praxeological analysis (mathematics and didactic) of 4 collections of math textbooks from the final years of elementary school evaluated by the National Textbook Program; It takes place later, the praxeological analysis of national curriculum guidelines and in state the. Finally, it studies the locus of binary numbers in mathematics academy. The main results are: binary numbers are suggested in the curriculum guidelines as basic learning content through study of computing units of measurement; They are taught in textbooks of mathematics to assist study potentiation or curiosity or served as a complement to teaching reading.Keywords: Binary Numbers. Theory of Didactic Transposition,.Anthropological Theory of Didactic.

scholarly journals School textbook as an object of pedagogical research

2021 ◽  
Vol 104 ◽  
pp. 02009
Author(s):  
Yaroslava Kodliuk ◽  
Nadiya Bibik ◽  
Ihor Kodliuk ◽  
Liubov Kodliuk ◽  
Olha Radchenko
Keyword(s):  
Elementary School ◽  
Analysis And Evaluation ◽  
School Textbook ◽  
Teaching Aids ◽  
Methods Of Analysis ◽  
Ex Post ◽  
Ex Post Facto ◽  
Main Components ◽  
Definition Of ◽  
Pedagogical Research

The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook covers the text and non-text components – the apparatus of mastering, illustrative material, orientation apparatus), methods of analysis and evaluation (distinguish traditional and theoretical) – analytical and formalized methods; the structural-functional approach to the textbook analysis has been proved). The peculiarities of textbooks for elementary school have been analyzed: the most complete definition of this phenomenon has been formulated; the leading functions of the textbook addressed to junior students have been defined – informational, developmental, educational, motivational; the features of structural components (taking into account the age of students) have been specified; methods of analysis and evaluation of the textbook have been classified: methods of analysis of the manuscript, methods of evaluation of the textbook itself, diagnostic evaluation ex post facto; a comprehensive approach to the analysis of textbooks for elementary school has been proposed; methods of analysis of certain aspects of the textbook (motivational component, developmental orientation, etc.) have been offered.

scholarly journals „Kocha, lubi, szanuje – nie chce, nie dba, żartuje”... Uczeń klasy pierwszej liceum i technikum w relacji do lektury obowiązkowej w szkole podstawowej (raport z diagnozy)

2021 ◽  
Vol 12 (330) ◽  
pp. 313-324
Author(s):  
Mirosław Grzegórzek
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Primary School ◽  
Elementary School Students ◽  
Initial Diagnosis ◽  
School Students ◽  
Reading Experience ◽  
Second Year ◽  
Technical Secondary School

The article presents the results of a survey (concerning the reading experience of the canon) conducted among students of four first grades of secondary school (one grade of high school divided into elementary and advanced levels, and three classes of technical secondary school). The research was part of the initial diagnosis of the first and second year of graduates of the reformed primary school at the threshold of secondary school (in 2019/2020 and 2020/2021). Students declared reading compulsory reading books in grades 7–8 of primary school according to the scale: I have read all / excerpts / abstract / not at all / don’t remember. The results show not only the respondents’ reading preferences, but also their specific strategies of “acquiring” the content of the obligatory texts and their attitude towards compulsory reading in general. They also allow to pose questions about the literary competences of the graduates of the reformed elementary school at the start of the next stage of education. Scientific studies in the field of reading were used as a context, including the latest results of surveys among teachers on reading books by elementary school students prepared by Gdańskie Wydawnictwo Oświatowe (2020).

scholarly journals Analysis of English Teachers’ Roles as Facilitators and Leading Strategies in a Professional Book Discussion Group

2016 ◽  
Vol 4 (4) ◽  
pp. 439
Author(s):  
Chin-Wen Chien
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Learning Community ◽  
Discussion Group ◽  
English Teachers ◽  
Linguistic Competence ◽  
Study Group ◽  
Teacher Study Group ◽  
Book Discussion ◽  
Thematic Data

<p><em>This study analyzes five elementary school English teachers’ roles as facilitators and their leading strategies in an English teachers’ learning community in a suburban elementary school in northwest Taiwan. Based on the thematic data analysis of interview, document and observation fieldnotes, this study has the following major findings. These participants aspired to be facilitators, but their lack of linguistic competence and leading strategies in the design and delivery of content made them more like sharers. Luckily, other participating teachers’ support and engagement helped them to be more like facilitators. Suggestions for effectively leading a teacher study group are provided.</em></p>

Factors relating to achievement with selected topics in geometry and topology

1966 ◽  
Vol 13 (3) ◽  
pp. 192-197
Author(s):  
Charles H. D'Augustine
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Study Group ◽  
Elementary School Mathematics ◽  
And Topology ◽  
Development Analysis ◽  
School Mathematics Curriculum

Groups responsible for the development, analysis, evaluation, and restructuring of topics in the elementary school mathematics curriculum have proposed the inclusion of many topics in geometry and topology heretofore not an integral part of elementary school mathematics curriculum. Two of these groups are the School Mathematics Study Group (Elementary) and the Greater Cleveland Mathematics Project. Both of these groups have produced materials which include many topics in intuitive geometry and topology.

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