Framework for Evaluating Math Educational Materials for Constructing Early Number Concept

2020 ◽  
Vol 3 (1) ◽  
pp. 48-60
Author(s):  
Chrysanthi Skoumpourdi ◽  
Antonia Matha
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Material ◽  
Early Years ◽  
Early Age ◽  
Educational Materials ◽  
Number Concept ◽  
The Social ◽  
Early Number ◽  
The Individual

Teaching and learning of mathematics, due to their abstract nature, are enhanced, especially at an early age, using educational materials. The wide variety of the available math’s educational materials requires teachers to evaluate them in order to incorporate them to their teaching practice. Contributing to this field, the purpose of this paper is dual. Firstly, it intends on defining the factors that could be included in a framework for evaluation of math educational material. Secondly, it aims on using this framework to evaluate specific educational materials that are used for the construction of early number concept. The results showed that the factors that could compose a framework of evaluating math educational materials could be related with 1. Evaluation of the material itself, independently of its context of use, 2. Evaluation of the material in the social context of its use, as well as 3. Evaluation of materials’ acceptability to the general educational community. From the evaluation of specific educational materials that are used for the construction of early number concept it seemed that no material itself could be considered, as suitable for teaching all the individual constructs of the number concept in early years’ mathematics, according to the developed framework.

scholarly journals Interdisciplinaridade e Ensino: Propostas para Planejamento Curricular

2019 ◽  
Vol 20 (3) ◽  
pp. 273
Author(s):  
Renata Biguetti de Souza Santos ◽  
Givan José Ferreira dos Santos ◽  
Alessandra Dutra
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Curriculum Planning ◽  
Social Actors ◽  
Complex Process ◽  
The Social ◽  
School Teaching ◽  
Analytical Research ◽  
Methodological Aspects

A questão do planejamento curricular se apresenta como um dos elementos centrais quando se reflete a respeito do complexo processo de ensino-aprendizagem escolar, particularmente da Educação Básica. Nessa perspectiva busca-se responder aos questionamentos por que fazer, o que é e como fazer um projeto de currículo para o ensino escolar com princípios da interdisciplinaridade e, em consonância com essa problemática, alcançar os objetivos de expor razões favoráveis à adoção na prática docente desse paradigma pedagógico, de mostrar alguns de seus traços conceituais e de sinalizar caminhos para sua efetivação. Com base em aspectos teóricos e metodológicos de pesquisadores sobre o fenômeno da interdisciplinaridade e sua relação com a organização curricular, empreendeu-se uma pesquisa de cunho bibliográfico, descritivo e analítico. Acredita-se que os pressupostos conceituais, as luzes pedagógicas e as reflexões apresentadas no trabalho possam contribuir para aprofundamento da compreensão do tema pelos atores sociais que pensam e atuam na educação do Brasil. Palavras-chave: Processo de Ensino e Aprendizagem. Prática Docente. Educação no Brasil.   AbstractThe issue of curriculum planning is presented as one of the central elements when reflecting on the complex process of school teaching and learning, particularly in basic education. From this perspective, seeks to answer the questions why to do, what is and how to make a curriculum project for school teaching with interdisciplinary principles and, in line with this problem, achieve the objectives of exposing reasons favorable to adoption in practice. teacher of this pedagogical paradigm, to show some of its conceptual traits and to signal paths for its realization. Based on the theoretical and methodological aspects of researchers about the phenomenon of interdisciplinarity and its relationship with the curricular organization, a bibliographical, descriptive and analytical research was undertaken. It is believed that the conceptual assumptions, the pedagogical lights and the reflections presented in the work can contribute to the deepening of the understanding of the theme by the social actors who think and act in the education of Brazil. Keywords: Teaching and Learning Process. Teaching Practice. Education in Brazil. 

scholarly journals Investigación sobre la práctica docente en las universidades

2014 ◽  
Vol 9 (17) ◽  
pp. 3-8
Author(s):  
Martha E. Báez
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Institutional Development ◽  
Critical Study ◽  
Anglo Saxon ◽  
Practice Elements ◽  
The Individual ◽  
The University

La investigación sobre la práctica docente (ISPD) en el contexto universitario es un estudio crítico de la docencia que busca reflexionar sobre esta para mejorar su incidencia en la calidad del aprendizaje de los estudiantes. Este artículo se basa en la experiencia de académicos anglosajones con este tipo de investigaciones, abordando los fundamentos conceptuales y metodológicos que la caracterizan y su importancia para el desarrollo individual e institucional de la docencia. Sin pretender hacer una presentación comparativa, se muestran elementos que asemejan y distancian la ISPD de la investigación tradicional.AbstractScholarship of Teaching and Learning (SoTL) in the university context is a critical study of teaching aimed at reflecting on its impact improving the quality of student learning. This article is based on the experience of Anglo-Saxon scholars on this type of study. It addresses the conceptual and methodological characteristics of this practice and its importance to the individual and institutional development of the teaching practice. Elements that relate and distant the SoTL from the traditions research are shown.

scholarly journals Budaya Kreatif dalam Konsep dan Pengembangan

2017 ◽  
Vol 1 (2) ◽  
pp. 191 ◽  
Author(s):  
Eko Susanto
Keyword(s):  
High School Students ◽  
Social Situation ◽  
External Factors ◽  
Early Age ◽  
Way Of Life ◽  
School Students ◽  
The Social ◽  
Fostering Creativity ◽  
The Individual ◽  
External Forces

This study is an attempt to understand the concept of culture as a creative and cultural influence of external factors in fostering creativity. Culture is believed to be one of the aspects that can facilitate the growth of individual creativity. Creative culture as behavior, activity or way of life of a person or group of people embedded within it an element of novelty to life effective, communicative and refer to attitudes toward the social situation and the phenomenon of life. This study attempted to reveal the dominance of internal and external forces that encourage individual creativity. Of the 198 participants were high school students known that the external aspect dominates 63% as the force that drives one's creativity. Socializing creative culture from an early age is expected to facilitate the growth of creativity in the individual.

Creative methods of training of students in the directions of preparation "Tourism" and "Service"

2015 ◽  
Vol 9 (2) ◽  
pp. 0-0 ◽  
Author(s):  
Анне Гри Стурод ◽  
Anne Gri Sturod ◽  
Александр Ермаков ◽  
Aleksandr Ermakov
Keyword(s):  
Educational Material ◽  
Educational Materials ◽  
Teaching Aids ◽  
Real Presence ◽  
Qualitative Level ◽  
The Individual ◽  
Education Of Students ◽  
The University

Distance education of students has its own specific, which requires prompt creation of various educational materials. A particular problem is caused by the fact that these documents are created in parallel with the preparation of materials for the regular internal form of training. The use of the device of creation of entries from screen and camera and viewing presentations in the new format is proposed. Construction of a lecture script and its division into separate scenes and shots requires a new approach to its drafting, systematization and storage of information. Material a lecture should be presented with taking into account the effectiveness of its perception by the student audience, and it should be is systematized and consider classification of the reflect objects and their hierarchy in relation to each other. Scaling of images, creation in the presentation the individual objects and their autonomous modeling allows its easy modification with the appearance of innovation in this facility. The authors propose decision for the creation of teaching aids (presentations of lectures) using screencasts and presentations by using new software. In the educational material with the use of screencasts is created the effect of real presence on the solving the problem by the teacher in class.In the preparation of educational material for lessons, students can take part in accordance with the program of implementation self-work on of discipline. New software means allow to construct lecture at a higher qualitative level that improves the quality of teaching, not only in the traditional forms, but also makes it possible to demonstrate the open lectures for online versions on the website of the University.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

Ensinando com tecnologias digitais nos primeiros anos escolares

2021 ◽  
Author(s):  
Luciana Cristina Porfírio ◽  
Iara Santana dos Santos
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Early Years ◽  
Cultural Perspective ◽  
Daily Lives ◽  
Descriptive Account ◽  
Dialogical Relationship ◽  
Qualitative Nature ◽  
Training Courses ◽  
The Individual

The study sought to investigate the limits and possibilities of the use of TDIC as pedagogical resources for the teaching and learning process in the early years of elementary school from a broad literature focused on its use as a tool for teaching work in which the importance of using TDIC in the early years of elementary school and in the initial and continuing training of teachers. To this end, the methodology used in the research were bibliographic sources of qualitative nature from the socialhistorical cultural perspective, i.e., one that seeks to understand a given phenomenon from a given context, establishing a dialogical relationship between the individual, the society and their historical and cultural processes. It presents a descriptive account of the methodological process developed, by which it could be concluded that the TDIC is already part of people’s daily lives and the school has the cultural function of teaching the so-called digital students - those born in the midst of the TDIC culture. From the mobilized literature it was also evident that, although the TDIC are used to enhance teaching and learning, there is a lack in the teacher’s curriculum training courses and also in the school’s infrastructure to the insertion and integration of those technologies in the school culture.

Social Interaction and Self-identifikation of the Child in the Preperatory Group of

Diogenes ◽  
2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Sofia Dermendzhieva ◽  
Keyword(s):  
Social Interaction ◽  
Child Development ◽  
Early Years ◽  
Protective Level ◽  
Social Community ◽  
The Social ◽  
The Individual

This article highlights the early years of the individual’s life as a key period of substantial changes in which the integration of the child with the surrounding reality takes place. The complex path of child development and growth is manifested as a dialectical and objective organization when the individual begins to understand both his / her individuality and membership in the social community when he / she can think, feel and act more to human, not at a personal (ego-protective) level. It is precisely because of this tendency that the discovery and acceptance of the society outlines one of the main problems in the processes of child development.

Learning and Teaching in Early Education

2018 ◽  
pp. 16-32
Author(s):  
Eva M. Romera ◽  
Olga Gómez-Ortiz ◽  
Carmen Viejo ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Social Development ◽  
Peer Relationships ◽  
School Environment ◽  
Social Systems ◽  
Adult Child ◽  
Early Years ◽  
Learning Ability ◽  
Learning And Teaching ◽  
The Social ◽  
The Individual

This chapter presents how interaction with the social world stimulates the learning ability in the early years. There are two types of social relationships that affect the development of the individual in childhood: adult-child relationships and peers. Both social systems give rise to different vital experiences that will influence their social development. During the first years of age, the adults who surround, care for, and provide support help acquire a fundamental role in the social development of the child. Attachment between the child and family, parental educational styles, and family discipline become basic elements of analysis. Peer relationships are transformed with the entrance to preschool. The school environment is the second stage of life in common. This chapter analyzes the learning process of children and the influence of the most important developmental contexts such as family, peers, and teachers in this process.

Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning

2016 ◽  
Vol 41 (4) ◽  
pp. 81-85 ◽  
Author(s):  
Deborah Harcourt ◽  
Lesley Jones
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Reggio Emilia ◽  
Early Years ◽  
Educational Project ◽  
Learning Framework ◽  
The Many ◽  
The Individual

THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).

Second Life Brought to Life

2012 ◽  
pp. 437-450
Author(s):  
Kevin Yee ◽  
Jace Hargis
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Second Life ◽  
Teaching And Learning ◽  
Learning Model ◽  
Virtual Learning Environment ◽  
The Social ◽  
Individual Needs ◽  
Individualized Teaching ◽  
The Individual

This case presents the challenges and successes encountered when a university attempts to offer a course in a new online virtual learning environment (VLE). Overcoming the resistance towards change requires many aspects—innovation, expertise, funds, culture, persistence, attitude, collaboration, willingness to take risk and possibly open to experiencing a failed event. Most importantly, there is a need for addressing the individual needs of student learning. Being able to develop networks and reach outside of those networks for expertise, input, and commitments are essential to moving forward and becoming successful at offering a unique and innovative VLE. Ultimately, the social, technological, economic, and political parameters involved in this process are all significant and requires workarounds in order to provide an innovative, individualized teaching and learning model.

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