You’ve Got Mail! – Written Communication and Feedback in Mathematics

This paper describes a study that aims to understand and characterize the written communication of future teachers through a pen pal experience with elementary education students, in particular the nature of their feedback. To carry out this investigation we followed a qualitative methodology and collected data through observation, interviews and written productions. The participants were seven pre-service teachers that attended a Master’s Degree Course in Primary Education (6-12 years old) who interacted through letter correspondence with 3rd grade students. Results show that the pre-service teachers valued this experience, considering it useful and effective in the development of written communication. They also had the opportunity to identify the importance of more general aspects, such as the adequacy of the discourse, the need to acknowledge the curricular guidelines and the features of the educational context. The type of feedback given in the written commentaries was diversified, trying to meet the main characteristics of evaluative writing, being intentional, personalized and identifying aspects to improve through self-regulation.

Students with Emotional Disorders: Are Primary Education Teachers Prepared to Teach Them?

Emotional disorders, mainly manifested in depression and anxiety, are challenges that affect a person's feelings, thoughts, and behaviour. In children, different efforts have existed to prevent emotional disorders that, depending on the case, can occur at different stages of academic development. Nevertheless, these attempts have proven to be ineffective among elementary education students. Since most children spend a large part of their time in schools, various authors argue that academic institutions are the prime location for detecting mental disorders as early as possible, in order to effectively guide students to adequate health services. However, are our teachers prepared for it? Are our academic institutions prepared for it? The close relationship between mental health and the process of learning in schools, justifies investigating that may reveal a real, emergent and unattended problem. These results might raise awareness in the academic society about a topic that should be considered at the moment of planning classes. This paper intends to justify further research on the preparation of teachers to deal adequately with students with mental disorders. In order to do so, it has been gathered different theories that show a problem that needs to be addressed. Besides, interviews applied to professors from elementary levels of Chilean schools included in this work, support this theory.

Peningkatan Kemampuan Kompetensi Matematika Pendidikan Dasar melalui Pendekatan Investigasi Berbantuan Manipulatif

Mathematical competence abilities of elementary education students play an important role in the success of learning mathematics in elementary schools. The purpose of this study was to describe an increase in students' understanding of mathematical concepts through a manipulative assisted investigative approach. The research subjects were students of the first semester elementary teachers education postgrade students who took Elementary education mathematics courses in the 2019/2020 academic year. This research is a classroom action research using data collection methods in the form of observation and tests results. Furthermore, the data were analyzed using data reduction and data triangulation. The results showed that the application of investigative learning increased the ability to understand deep mathematical concepts. The manipulative assisted mathematical investigative approach increases students in carrying out exploration, making assumptions, and making conclusions.

Actitudes de los escolares ante la llegada de población migrante: Estudio comparativo y aproximación al desarrollo de buenas prácticas educativas

Algunos estudios señalan que los grupos sociales más próximos o en contacto con población migrante pueden desarrollar prejuicios, tanto explícitos como más sutiles que los que se generan entre poblaciones en las que el contacto con miembros de otras culturas es todavía poco significativo (Retortillo y Rodríguez, 2008; Cea D’Ancona, 2009; Checa y Arjona, 2011). Este trabajo tiene como objetivos conocer qué opinan y cuáles son las actitudes de los escolares ante la llegada de migrantes a las aulas y a otros contextos cercanos. Se han comparado dichas opiniones y actitudes en dos zonas españolas con distinta trayectoria en la presencia de migrantes, Salamanca y Murcia; analizando las posibles diferencias en dichas actitudes, atendiendo también al sexo y el nivel educativo. La metodología incluye un estudio de carácter comparativo con una primera aproximación descriptiva, mediante la aplicación de un cuestionario. Los resultados indican la percepción generalizada del trato inadecuado que recibe el colectivo migrante, siendo las escolares quienes lo perciben en mayor medida. Con ciertos matices, la zona geográfica no es una variable que tenga importancia a la hora de considerar la influencia en clase de migrantes, como tampoco lo es el nivel educativo. Aunque las actitudes positivas son más frecuentes entre los escolares de Educación Primaria. El estudio finaliza apuntando algunas líneas de actuación educativa que fomenten la interacción y la convivencia positiva en el centro escolar. Some studies point out that the social groups closer to or in contact with migrant populations may develop prejudices, both explicit and subtler than those generated between populations in which the contact with members of other cultures is still insignificant (Retortillo y Rodríguez, 2008; Cea D’Ancona, 2009; Checa y Arjona, 2011). The aim of this work is to find out what schoolchildren think about and what their attitudes are towards the arrival of migrant people to the classroom and other nearby settings. These opinions and attitudes have been compared in two Spanish areas with different trajectories in the presence of migrant people, Salamanca and Murcia. The possible differences in these attitudes were examined, also taking into account the gender and the educational level of the participants. The methodology includes a comparative study with a first descriptive approximation, via a questionnaire. The results indicate the widespread perception, especially on the part of school children, that migrant groups are inappropriately treated. With certain nuances, geographic location and educational level are not important variables when it comes to considering the influence of migrant people on the class. However, positive attitudes are more frequent among Elementary Education students. The study concludes by highlighting educational actions that promote interaction and positive coexistence in schools.