scholarly journals WHAT STUDENTS IN THE FIRST GRADES OF ELEMENTARY SCHOOL KNOW ABOUT TABLES

2021 ◽  
Vol 20 (2) ◽  
pp. 9
Author(s):  
GILDA GUIMARAES ◽  
BETANIA EVANGELISTA ◽  
IZABELLA OLIVEIRA
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Teaching Practices ◽  
Learning Difficulties ◽  
Early Years ◽  
Learning Object ◽  
Qualitative And Quantitative ◽  
Definition Of ◽  
Double Entry ◽  
5Th Grade

The definition of table has not been introduced in Brazilian textbooks for the early years of elementary school. We see that charts and databases have been named tables but are not approached in the same way. This makes it impossible for students to differentiate between them, which may cause learning difficulties. Therefore, it is essential that we reflect on students' knowledge about table, which is an instrument that systematizes information so that they can visualize reality. Thus, the aim of this study was to analyze the knowledge students from the 1st to 5th grade of elementary school have about representations in tables. To this end, 325 students (6 to 10 years old from 19 classes from different public schools in Greater Recife) participated. Students were asked to answer six activities individually, four of interpretation of a single and a double entry table with qualitative and quantitative variables, and two activities involving the construction of a table from a database or set of figures that needed to be classified. The results show that students’ performance progress in all activities, and that they present better performance in table interpretation than in table construction. Since the 1st grade the students were able to construct tables with one variable, however, to construct a table with two variables showed to be very difficult even for the 5th graders. In all grades the students had difficulties to make decisions based on the data presented, what is the function of table representation. This may be due to the absence of teaching practices focused on the table as a learning object. Abstract: Portuguese A definição de tabela não foi introduzida nos livros didáticos brasileiros dos anos iniciais do Ensino Fundamental. Observamos que quadros e bancos de dados vêm sendo nomeados de tabelas e não são abordados da mesma maneira. Isso causa uma indiferenciação entre os mesmos e dificulta a aprendizagem. Então, é fundamental refletir sobre os conhecimentos dos alunos sobre tabelas, uma vez que essas têm a função de sistematizar informações para que se possa ter uma visão da realidade. Assim, o objetivo desse estudo foi analisar o conhecimento de alunos do 1º ao 5º ano do Ensino Fundamental sobre representações em tabelas.  Para tal, participaram 325 alunos (6 a 10 anos de idade de 19 turmas de diferentes escolas públicas do Grande Recife). Foi solicitado aos alunos que individualmente respondessem seis atividades, quatro de interpretação de tabelas simples e de dupla entrada, com variáveis qualitativas e quantitativas e duas atividades envolvendo construção de tabelas, a partir de um banco de dados ou de um conjunto de figuras que precisavam ser classificadas. Os resultados mostram que o desempenho dos alunos evolui em todas as atividades, e que eles apresentam melhor desempenho na interpretação de tabelas do que na construção de tabelas. De o 1º ano os alunos conseguiram construir tabelas com uma variável, porém, construir uma tabela com duas variáveis mostrou-se muito difícil mesmo para os alunos do 5º ano. Em todas os anos os alunos tiveram dificuldade em tomar decisões a partir dos dados apresentados e compreender a função das representações em tabelas. Tais dificuldades podem ser em função da ausência de práticas de ensino focadas na tabela como objeto de aprendizagem. 

scholarly journals Linguagem matemática nos anos iniciais: a construção do número segundo piaget

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariana Lima Duro ◽  
Danielle Cenci
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Difficulties ◽  
Early Years ◽  
School Construction ◽  
Mathematical Learning ◽  
Genetic Epistemology ◽  
Practical Experiment ◽  
Continuous Quantities

Resumo: A gênese do número em crianças é um estudo que merece destaque quando tratamos da linguagem matemática nos anos iniciais, visto que a não compreensão deste conceito remete a dificuldades de aprendizagem na área da matemática. Sendo assim, entendemos que este estudo pode contribuir para a prevenção e para a intervenção de educadores no intuito de minimizar essas dificuldades. Este estudo busca responder ao seguinte questionamento: “O que garante dizer que uma criança, ao contar verbalmente uma sequência numérica, tenha de fato constituída a noção do número?” Através dos estudos realizados por Piaget, procuramos abordar alguns pontos que devam ser considerados pelos educadores, a fim de responder a este questionamento. Para isso, apresentamos um experimento prático que visa compreender as noções de conservação de quantidades contínuas. Em seguida, detalhamos a análise quanto às possíveis respostas dos sujeitos e aos três diferentes níveis de pensamento descritos por Piaget e Szeminska (1971). Por fim, discutimos sobre as implicações que a não compreensão do número acarreta no ensino e na aprendizagem de matemática nos anos iniciais do ensino fundamental. De fato, o que se observa é que a não compreensão do número por parte das crianças pode vir a interferir em toda sua trajetória de aprendizagem matemática. Palavras-chave: Epistemologia Genética. Matemática. Construção do número. MATHEMATIC LANGUAGE IN THE ELEMENTARY SCHOOL: CONSTRUCTION OF A NUMBER ACCORDING PIAGET Abstract: The genesis of the number in children is a study that intends to be highlighted when we think about the language of mathematics in the Elementary school, seeing as the non-understanding of this concept refers to learning difficulties in mathematics. Thus, we understand that this study can contribute to the the intervention of educators in order to minimize these difficulties. This study seeks to answer the following question: “What guaranties saying that a child when verbally counting a numeric sequence has in fact the notion of the number constituted?” Through the studies conducted by Piaget, we seek to address a few pointers that should be considered by educators, in order to answer to this question. For such, we present a practical experiment which aims to comprehend the notions of conservation of continuous quantities. Afterwards, we detail the analysis as to the possible answers from the subjects and the three different thinking levels described by Piaget and Szeminska (1971). Lastly, we discuss the implications that the non understanding of the number cause on the teaching and the learning of mathematics in the early years of the basic education. Indeed, what is observed is that the non understanding of the numbers by part of the children may interfere in the whole of their mathematical learning. Keywords: Genetic Epistemology. Mathematics. Construction of the number.  

scholarly journals Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

2018 ◽  
Vol 7 (1) ◽  
pp. 96-105 ◽  
Author(s):  
I. Maryani ◽  
N. N. Husna ◽  
M. N. Wangid ◽  
A. Mustadi ◽  
R. Vahechart
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Natural Science ◽  
Blood Circulation ◽  
Learning Difficulties ◽  
Natural World ◽  
Negative Influence ◽  
School Students ◽  
Average Percentage ◽  
5Th Grade

Natural Science is an elementary school subject that requires students to organize ideas and concepts about the natural world gained from experiences through a series of scientific processes such as investigating, composing, and presenting ideas.  The high complexity causes many cases of learning difficulties. This study aims to diagnose the learning difficulties that occur on 5th-grade elementary school students. The research was conducted in Muhammadiyah Pakem Elementary School, Sleman, Yogyakarta Special Regency.  The subjects were 29 of 5th-grade elementary students. Data collection techniques were interviews, tests, and documentation. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. The learning difficulties were diagnosed by describing the students who were identified having learning difficulties; localizing the difficulties; and determining the factors that cause learning difficulties. The results showed that the difficulties experienced by students were in basic competence 1.1-1.5 (human blood circulation organs). The average percentage of students’ learning difficulties in Basic Competence 1.1 was 48%; Basic Competence 1.2 was 51.1%; Basic Competence 1.3 was 57.6%; Basic Competence. 1.4 is 64.7%; and Basic Competence 1.5 is 53.7%. The highest percentage of learning difficulties was in Basic Competence 1.4 (identifying human circulatory organs). It was caused by the students’ low attention and motivation to learn natural science, the imprecise teaching methods, the parents’ attention, and the negative influence of mass media.

scholarly journals Analisis Faktor Kesulitan Belajar Pada Pembelajaran Matematika Ditinjau Melalui Kemampuan Koneksi Matematika

2020 ◽  
Vol 12 (1) ◽  
pp. 55-66
Author(s):  
Vina Rachmataha
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Sampling Technique ◽  
School Students ◽  
Student Interviews ◽  
5Th Grade ◽  
Mathematical Connection

This study aims to analyze the factors of mathematics learning difficulties in terms of mathematical connection skills in Banyuwangi, Bandongan, Magelang Elementary Schools. This research is a kind of descriptive research. The population in this study were all 5th grade elementary school students in the Banyuwangi sub-district. The sample of this study was all 5th grade students of all Banyuwangi villages which numbered 64 students. The sampling technique from the sampling study was saturated because the entire population was used in this study. The method of data collection is done by using diagnostic tests of mathematical connection skills, student interviews, and teacher observation. The research procedure begins with the preparation stage, then the implementation, and analysis / reflection. The results showed that the factors of mathematics learning difficulties in terms of the mathematical connection ability of elementary school students in Banyuwangi Subdistrict, the average value of the overall percentage showed a figure of 57.8% as the highest number, which is located in the low category. The percentage of categories is very low at 20.6%, moderate category 12.8%, and high category 8.9%. These results are supported by the results of student interviews and documentation of values that are in line with the results of the test. So, the ability to connect mathematics in elementary schools throughout the Banyuwangi Village is included in the low category. 93.6% of students find it difficult to find relationships from representations of systematic concepts and procedures. 59.3% of students have difficulty understanding the relationships between mathematical topics. 43.8% of students have not been able to use mathematics in solving problems in everyday life. 53.1% of students find it difficult to understand equivalent concept representations. 42.2% of students find it difficult to find a relationship between procedures with one another that is equal. 54.7% of students have difficulty using the connection between mathematics and mathematics itself and with other sciences.

scholarly journals Acaso e probabilidades nos anos iniciais: potencial dos jogos como mediadores na construção do conhecimento

2019 ◽  
Vol 3 (2) ◽  
pp. 379
Author(s):  
Keli Cristina Conti ◽  
Sandra Gonçalves Vilas Bôas
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Historical Context ◽  
Early Years ◽  
Training Curriculum ◽  
Statistical Education ◽  
Construction Of Knowledge ◽  
Common Base ◽  
Statistics And Probability ◽  
5Th Grade

Resumo: No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais (1997), os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular (2017, 2018). Neste artigo, objetiva-se apresentar um breve contexto histórico sobre Probabilidade e Acaso. Outro aspecto será a discussão da questão curricular envolvendo essas duas temáticas as quais podem ser trabalhadas nos Anos Iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentar preâmbulo sobre o potencial dos jogos, exemplificar propostas para a sala de aula que permita trabalhar noções iniciais de probabilidade por meio de um jogo e de atividades investigativas, introduzindo assim as primeiras noções para posteriormente aprofundá-las nos anos seguintes. Esperamos subsidiar também o trabalho do professor e desmistificar o ensino de Probabilidade com as crianças nos Anos Iniciais do Ensino Fundamental. Palavras-chave: Educação Estatística; Probabilidade; Jogos; Formação de professores; Currículo. Account and challenges in initial years: potential of games as mediators in construction of knowledge Abstract: In Brazil, since the publication of the National Curricular Parameters (1997), the contents of Statistics and Probability are part of the curricula and were reaffirmed in the National Curricular Common Base (2017, 2018). This article aims to present a brief historical context about Probability and Chance. Another aspect will be the discussion of the curriculum issue involving these two themes which can be worked on in the Early Years of Elementary School (1st to 5th grade), presenting preamble about the potential of games, exemplifying proposals for the classroom that allow you to work on initial notions of probability through play, and investigative activities, thus introducing the first notions and then deepening them into subsequent years. We hope to subsidize the work of the teacher and demystify the teaching of Probability with the children in the Initial Years of Elementary School. Keywords: Statistical Education; Probability; Games; Teacher training; Curriculum.

scholarly journals PRÁTICAS DOCENTES INCLUSIVAS PARA ALUNOS COM DEFICIÊNCIA INTELECTUAL EM CONTEXTOS ESCOLARES

2020 ◽  
Vol 27 (3) ◽  
pp. 198
Author(s):  
Maria Socorro Santos Leal Paixão ◽  
Ana Valéria Marques Fortes Lustosa
Keyword(s):  
Public Schools ◽  
Intellectual Disability ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Early Years ◽  
Regular School ◽  
School Year ◽  
Teaching Cases ◽  
La Red ◽  
Discapacidad Intelectual

 Esse estudo teve como objetivo geral investigar as práticas docentes de professores de alunos com deficiência intelectual na escola regular. Trata-se de pesquisa de cunho qualitativo, com delineamento da pesquisa-ação. O estudo foi realizado em duas escolas públicas da rede municipal de Teresina (PI) e desenvolvido com seis participantes, professoras dos anos iniciais do ensino fundamental, que atuavam na classe comum. Foram utilizados como procedimentos metodológicos diagnóstico dos conhecimentos prévios das professoras; sessões de estudo denominadas encontros de estudo; e observação. Para a produção das informações utilizamos a estratégia casos de ensino e, como instrumentos, o questionário e o diário de campo. Os resultados evidenciaram que as professoras não conseguiam organizar e implementar práticas diferenciadas da proposta curricular do ano escolar que o aluno estava frequentando. Elas utilizavam com os alunos com deficiência intelectual, atividades distanciadas do currículo da turma, que eram mais simples e mais fáceis. A falta de formação específica para trabalhar com alunos PAEE foi o elemento que mais se destacou como dificuldade, na fala das professoras, realçado pelo sentimento de despreparo para o trabalho.Palavras-chave: Prática docente. Inclusão escolar. Deficiência intelectualINCLUSIVE TEACHING PRACTICES FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN SCHOOL CONTEXTSAbstractThis study had as a general objective to investigate the teaching practices of teachers whose students have intellectual disability in regular school. It is a research of qualitative nature with delineation of the action research. The study was carried out in two public schools from the Municipal Network in Teresina (PI) and developed with six participants, tearchers from early years of elementary school who worked in the common class. As methodological procedures, it was used the diagnosis of the previous knowledge of the teachers; study sessions denominated study meetings; and observation. For information production, we have used the strategy teaching cases and, as tools, the questionnaire and the field diary. The results highlighted that the teachers could not organize and implement differentiated practices from the curricular proposal of the school year when the student was attending. They used activities distanced from the class’ curriculum which were simpler and easier with students with intellectual disability. The lack of specific training to work with students from Target Group Students in Especial Education (PAEE) was the most highlighted element as a difficulty in the comment of the teachers, outlined by the feeling of unpreparedness for work. Keywords: Teaching practice. School inclusion. Intellectual disabilityPRÁCTICAS DE ENSEÑANZA INCLUSIVAS PARA ESTUDIANTES CON DISCAPACIDAD INTELECTUAL EN CONTEXTOS ESCOLARESResumen Este estudio tuvo como objetivo investigar las prácticas de enseñanza de los profesores de alumnos con discapacidad intelectual en la escuela regular. Se trata de una investigación cualitativa, con delineamiento de investigación-acción. El estudio se realizó en dos escuelas públicas de la red municipal de Teresina (PI) y se desarrolló con seis participantes, maestros de los años iniciales de la escuela primaria, que actuaban en la clase común. Se utilizaron procedimientos metodológicos diagnóstico de los conocimientos previos de las maestras; sesiones de estudio denominadas encuentros de estudio; y observación. Para la producción de las informaciones, utilizamos la estrategia casos de enseñanza y, como instrumentos, el cuestionario y el diario de campo. Los resultados evidenciaron que las maestras no consiguieron organizar e implementar prácticas diferenciadas de la propuesta curricular del año escolar al que el alumno estaba frecuentando. Ellas usaban con estudiantes con discapacidades intelectuales, actividades alejadas del currículo de la clase, que eran más simples y fáciles. La falta de formación específica para trabajar con alumnos PAEE fue el elemento que más se destacó como dificultad, en el discurso de las maestras, resaltado por el sentimiento de falta de preparación para el trabajo.Palabras clave: Práctica docente. Inclusión escolar. Discapacidad intelectual

scholarly journals O uso de games nos anos iniciais do ensino fundamental: o que dizem as pesquisas

2021 ◽  
Vol 5 (1) ◽  
pp. 209-225
Author(s):  
José Elyton Batista dos Santos ◽  
Bruno Meneses Rodrigues ◽  
Carlos Alberto Alberto de Vasconcelos
Keyword(s):  
Elementary School ◽  
School Context ◽  
Learning Difficulties ◽  
Time Frame ◽  
Early Years ◽  
Fundamental Education ◽  
Games Teaching ◽  
Teaching Learning ◽  
Theses And Dissertations ◽  
Daily Time

Resumo: Neste texto apresentamos um panorama das pesquisas sobre uso de games nos anos iniciais do Ensino Fundamental a partir dos repositórios da CAPES e da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) em um recorte temporal de 2014 a 2019. Trata-se de uma pesquisa do tipo bibliográfica. Foram reunidos 17 trabalhos sobre games ou jogos digitais e após uma filtragem, analisamos nove produções. Os trabalhos revelaram que as crianças contemporâneas passam mais de duas horas do seu tempo diário fazendo uso de games e no contexto escolar, seu uso também é presente, possibilitando um ensino dinâmico e atrativo nas diferentes áreas do saber. Além disso, colabora para aprendizagem de alunos com dificuldades de aprendizagem, permite maior interação, o desenvolvimento do raciocínio lógico e estimula as relações entre objetos virtuais e reais.Palavras-chave: Anos iniciais. Games. Ensino-aprendizagem. The use of games in the first years of fundamental education: what research saysAbstract: In this text, we present an overview of research on the use of games in the early years of elementary school from the CAPES and Brazilian Digital LLibrary of Theses and Dissertations (BDTD) repositories in a time frame from 2014 to 2019. This is a bibliographic research. 17 works about games or digital games were gathered and after filtering, we analyzed nine productions. The works revealed that contemporary children spend more than two hours of their daily time using games and in the school context, their use is also present, enabling dynamic and attractive teaching in different areas of knowledge. In addition, it contributes to the learning of students with learning difficulties, allows greater interaction, the development of logical reasoning and stimulates the relationships between virtual and real objects.Keywords: Elementary school. Games. Teaching-learning. 

scholarly journals Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food

2018 ◽  
Vol 11 (01) ◽  
pp. 021-029
Author(s):  
Danielle Falkenbach ◽  
Helen D'avila ◽  
Elza Mello
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Early Years ◽  
Healthy Diet ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Practices ◽  
5Th Grade ◽  
Source Of Information ◽  
Knowledge Attitudes And Practices

Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.

scholarly journals Analisis Learning Obstacles Siswa Pada Materi Pecahan Kelas IV Sekolah Dasar

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Siti Khazanatu Rohmah
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Qualitative Method ◽  
Student Understanding ◽  
Test Problems ◽  
Research Subjects ◽  
Student Responses ◽  
Epistemological Obstacles ◽  
Definition Of ◽  
5Th Grade

The purpose of this research to analyze errors of students answer to get a conception of learning obstacles in the fraction material in 4th grade of elementary school. This analysis is important as a basis to prepare teaching materials and to predict of student responses and how to anticipate. This research used the qualitative method. The research subjects were 32 student of 5th grade elementary school who had studied fractions in grade IV in Tasikmalaya Regency. Based on the results of analysis of test and interview data, there are several barriers on student learning. First, didactical obstacles were identified from mistake doing the test problems which is caused by how students studied and materials which used by students such as fraction material that did not clearly define how fractions was and emphasize knowledge procedures, then students do not study fractions through the partitioning process, somewhere partitioning will make learning easier. Second, epistemological obstacles as a result from errors in the processing of questions caused by the limited context of knowledge possessed by students. For example, the definition of fractions which are part of the whole, students are limited to that context without paying attention at the parts as equal/more or less. In addition, procedures of student understanding for example fraction simplification, fraction sequencing, and subtraction and addition of fractions are limited to certain questions. When the questions are different than usual, there are students who didn’t understand the purpose of the problem.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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