scholarly journals Por que estimular a Aprendizagem Significativa no ensino de Programação Orientada a Objetos?

2021 ◽  
Author(s):  
Humberto A. P. Zanetti ◽  
Marcos A. F. Borges
Keyword(s):  
Concreteness Fading

Este artigo apresenta uma análise crítico-reflexiva sobre a adoção da teoria da Aprendizagem Significativa no ensino-aprendizagem de Programação Orientada a Objetos. Este texto apresenta a visão dos autores de como a teoria de David Ausubel pode ser aplicada com resultados positivos no processo de construção do conhecimento, em especial no ensino de Programação Orientada a Objetos através de práticas e recursos que possam trazer mais significado ao aluno, como por exemplo, o uso Computação Física e Concreteness Fading.

scholarly journals Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms

2020 ◽  
Vol 12 (6) ◽  
pp. 2211 ◽  
Author(s):  
Hee-jeong Kim
Keyword(s):  
Instructional Strategies ◽  
Conceptual Understanding ◽  
National Curriculum ◽  
Instructional Model ◽  
Abstract Concepts ◽  
Mathematics Classrooms ◽  
Study Support ◽  
Principles And Standards ◽  
Concreteness Fading

Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy—starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.

Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses

2016 ◽  
Vol 47 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Milan F. Sherman ◽  
Candace Walkington ◽  
Elizabeth Howell
Keyword(s):  
Algebra I ◽  
Student Thinking ◽  
Reform Movements ◽  
Making Meaning ◽  
Making Sense ◽  
Recent Reform ◽  
Curricular Materials ◽  
Algebra Textbooks ◽  
Concreteness Fading ◽  
Better Than

Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' performance on verbally presented problems is better than on symbolic equations, consistent with cognitive theories suggesting the value of concreteness fading. The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using five different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.

scholarly journals USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING – A THEORETICAL AND INSTRUMENTAL FRAMEWORK

2013 ◽  
Vol 53 (1) ◽  
pp. 99-119
Author(s):  
Maria João Silva ◽  
Joaquim Bernardino Lopes ◽  
António Alberto Silva
Keyword(s):  
Environmental Education ◽  
Key Words ◽  
Case Studies ◽  
Abstract Thinking ◽  
Levels Of Abstraction ◽  
Epistemic Practices ◽  
Dependent Variables ◽  
The Cross ◽  
Concreteness Fading ◽  
Different Levels

The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children’s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children’s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children’s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices. Key words: abstract thinking, environmental education, senses, sensors.

Benefits of “concreteness fading” for children's mathematics understanding

2015 ◽  
Vol 35 ◽  
pp. 104-120 ◽  
Author(s):  
Emily R. Fyfe ◽  
Nicole M. McNeil ◽  
Stephanie Borjas
Keyword(s):  
Mathematics Understanding ◽  
Concreteness Fading

scholarly journals Student Development in Logical Reasoning: Results of an Intervention Guiding Students Through Different Modes of Visual and Formal Representation

2021 ◽  
Author(s):  
Hugo Bronkhorst ◽  
Gerrit Roorda ◽  
Cor Suhre ◽  
Martin Goedhart
Keyword(s):  
Student Development ◽  
Logical Reasoning ◽  
First Century ◽  
Science Students ◽  
Formal Representation ◽  
Video Recordings ◽  
Modes Of Representation ◽  
Reasoning Tasks ◽  
Everyday Reasoning ◽  
Concreteness Fading

AbstractDue to growing interest in twenty-first-century skills, and critical thinking as a key element, logical reasoning is gaining increasing attention in mathematics curricula in secondary education. In this study, we report on an analysis of video recordings of student discussions in one class of seven students who were taught with a specially designed course in logical reasoning for non-science students (12th graders). During the course of 10 lessons, students worked on a diversity of logical reasoning tasks: both closed tasks where all premises were provided and everyday reasoning tasks with implicit premises. The structure of the course focused on linking different modes of representation (enactive, iconic, and symbolic), based on the model of concreteness fading (Fyfe et al., 2014). Results show that students easily link concrete situations to certain iconic referents, such as formal (letter) symbols, but need more practice for others, such as Venn and Euler diagrams. We also show that the link with the symbolic mode, i.e. an interpretation with more general and abstract models, is not that strong. This might be due to the limited time spent on further practice. However, in the transition from concrete to symbolic via the iconic mode, students may take a step back to a visual representation, which shows that working on such links is useful for all students. Overall, we conclude that the model of concreteness fading can support education in logical reasoning. One recommendation is to devote sufficient time to establishing links between different types of referents and representations.

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