Pub Date : 2022-12-14DOI: 10.17648/acta.scientiae.7359
Alberico Lincoln Silva Santana, Rossano André Dal-Farra
Background: Due to the problems in chemistry teaching, several teachers sought to build more attractive and contextualised educational practices, which has been the target of numerous studies in the literature. In this perspective, research works that address the meanings attributed by students and the degree of difficulty in learning themes commonly taught in this subject are of great importance. Objective: To understand the meanings attributed by the students of an integrated course of a federal institute on chemistry and evaluate the degree of difficulty they attributed to the subjects taught. Design: Research with mixed methods and convergent design. Setting and participants: 90 students from the first, second, and third years of an integrated chemistry course at a federal institute participated in the research. Data collection and analysis: Questionnaires were applied to know why students think it is good or bad to study chemistry. The students also mentioned difficulty learning some of the subjects taught. Results: According to the students, it is good to study chemistry because it addresses everyday issues and helps us to get to know the world. The negative points are the difficulty and complexity of theoretical themes and the involvement of calculations. Conclusions: Themes that are difficult to visualise or those in which the chemical language is not contextualised are the most difficult to learn.
{"title":"Meanings Attributed by Students of the Integrated Course of a Federal Institute on Chemistry Teaching","authors":"Alberico Lincoln Silva Santana, Rossano André Dal-Farra","doi":"10.17648/acta.scientiae.7359","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7359","url":null,"abstract":"Background: Due to the problems in chemistry teaching, several teachers sought to build more attractive and contextualised educational practices, which has been the target of numerous studies in the literature. In this perspective, research works that address the meanings attributed by students and the degree of difficulty in learning themes commonly taught in this subject are of great importance. Objective: To understand the meanings attributed by the students of an integrated course of a federal institute on chemistry and evaluate the degree of difficulty they attributed to the subjects taught. Design: Research with mixed methods and convergent design. Setting and participants: 90 students from the first, second, and third years of an integrated chemistry course at a federal institute participated in the research. Data collection and analysis: Questionnaires were applied to know why students think it is good or bad to study chemistry. The students also mentioned difficulty learning some of the subjects taught. Results: According to the students, it is good to study chemistry because it addresses everyday issues and helps us to get to know the world. The negative points are the difficulty and complexity of theoretical themes and the involvement of calculations. Conclusions: Themes that are difficult to visualise or those in which the chemical language is not contextualised are the most difficult to learn.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.17648/acta.scientiae.7314
Savana Dos Anjos Freitas Donadello, Agostinho Serrano De Andrade Neto
Background: Gestures, seen through Peirce’s semiotics as semiotic resources, have the potential to be revealed as cornerstones for the teaching of physics and, in particular, for the teaching of Bohr’s atomic model. Initially, the semiotic perspective in the teaching process will be addressed and, subsequently, the role of gestures and non-verbal communication as a semiotic resource. Objective: To investigate the contribution of gestures as a potential semiotic resource in teaching Bohr’s atom model. Design: The principles of a qualitative study were observed. Setting and participants: Videos of a preparatory course for ENEM, in the subject of Physics, made by the secretary of education of the state of RS, Brazil, free of charge via the internet. Data collection and analysis: A total of seven hours of online classes of a preparatory course for ENEM are analysed. For the gestural microanalysis, episodes on Bohr’s atom were chosen, with two distinct episodes: the first on the photon and the second on energy levels. Results: From the research analysis carried out on signs within the Peircean framework, it is possible to infer that gestures have the potential to be used as a semiotic resource in the classroom. Conclusion: We found that gestures can be a potential semiotic resource in teaching Bohr’s atom model, as they can enable an articulation between different semiotic resources.
{"title":"Peirce’s Semiotics: Use of Gestures as a Potential Semiotic Resource for Teaching Bohr’s Atom Model","authors":"Savana Dos Anjos Freitas Donadello, Agostinho Serrano De Andrade Neto","doi":"10.17648/acta.scientiae.7314","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7314","url":null,"abstract":"Background: Gestures, seen through Peirce’s semiotics as semiotic resources, have the potential to be revealed as cornerstones for the teaching of physics and, in particular, for the teaching of Bohr’s atomic model. Initially, the semiotic perspective in the teaching process will be addressed and, subsequently, the role of gestures and non-verbal communication as a semiotic resource. Objective: To investigate the contribution of gestures as a potential semiotic resource in teaching Bohr’s atom model. Design: The principles of a qualitative study were observed. Setting and participants: Videos of a preparatory course for ENEM, in the subject of Physics, made by the secretary of education of the state of RS, Brazil, free of charge via the internet. Data collection and analysis: A total of seven hours of online classes of a preparatory course for ENEM are analysed. For the gestural microanalysis, episodes on Bohr’s atom were chosen, with two distinct episodes: the first on the photon and the second on energy levels. Results: From the research analysis carried out on signs within the Peircean framework, it is possible to infer that gestures have the potential to be used as a semiotic resource in the classroom. Conclusion: We found that gestures can be a potential semiotic resource in teaching Bohr’s atom model, as they can enable an articulation between different semiotic resources.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47414179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.17648/acta.scientiae.7303
Fabio Borges, Sani De Carvalho Rutz da Silva, Elsa Midori Shimazaki, Lúcia Virginia Mamcasz Viginheski
Context: Inclusive education for disabled people is an ongoing debate within schools, making it necessary for teachers and institutions to create methodological pathways that ensure an equitable and effective learning process for all pupils, regardless of their limitations. Objectives: To investigate the contributions of a tactile adapted version of the historical narrative “Eratosthenes and the Circumference of the Earth” in the formation of geometry concepts in visually impaired students and the challenges associated with the teaching process, this proposal is based on the application of an adapted didactic structure through Eratosthenes’ historical narrative, focusing on teaching the similarity of triangles and geometry. The study was based on Vygotsky’s cultural-historical theory and Galperin’s theory of the gradual formation of mental actions. Design: The methods are qualitative in nature via a case-study strategy. Environment and participants: The research was conducted with a class of 46 students, of which one is visually impaired, attending the first grade of high school at a public institution in the countryside of Paraná-Brazil. Data collection and analysis: Data were collected through activities performed in class and an evaluation questionnaire. Data were analysed through content analysis. Results: The results show that the intervention contributed to the assimilation of mathematical concepts by the visually impaired individual and other students, showing changes in the perceptions of key topics within plane geometry, previously demonstrated by the students as partial and non-scientific concepts. Conclusions: We can emphasise the need for research and studies targeting the construction of proposals and materials that enable an equitable and inclusive teaching process for all students.
背景：针对残疾人的包容性教育是学校内部正在进行的一场辩论，这使得教师和机构有必要创造方法途径，确保所有学生都能公平有效地学习，无论他们的局限性如何。目的：研究历史叙事“Eratosthenes and the周长”的触觉改编版本在视障学生形成几何概念方面的贡献，以及与教学过程相关的挑战，这项建议是基于通过埃拉托斯梯尼的历史叙述应用一种改编的教学结构，重点是教授三角形和几何的相似性。本研究以维果茨基的文化历史理论和加尔佩林的心理行为逐步形成理论为基础。设计：通过案例研究策略，这些方法本质上是定性的。环境和参与者：这项研究由46名学生组成，其中一名是视障学生，他们在巴西巴拉那农村的一所公立学校上高中一年级。数据收集和分析：通过课堂活动和评估问卷收集数据。通过内容分析对数据进行分析。结果：研究结果表明，干预有助于视障人士和其他学生对数学概念的同化，显示出对平面几何中关键主题的感知发生了变化，这些主题以前被学生证明是部分和非科学概念。结论：我们可以强调，有必要进行针对提案和材料构建的研究，为所有学生提供公平和包容的教学过程。
{"title":"Teaching Geometry Using an Adapted Narrative: A Case Study with a Visually Impaired Student","authors":"Fabio Borges, Sani De Carvalho Rutz da Silva, Elsa Midori Shimazaki, Lúcia Virginia Mamcasz Viginheski","doi":"10.17648/acta.scientiae.7303","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7303","url":null,"abstract":"Context: Inclusive education for disabled people is an ongoing debate within schools, making it necessary for teachers and institutions to create methodological pathways that ensure an equitable and effective learning process for all pupils, regardless of their limitations. Objectives: To investigate the contributions of a tactile adapted version of the historical narrative “Eratosthenes and the Circumference of the Earth” in the formation of geometry concepts in visually impaired students and the challenges associated with the teaching process, this proposal is based on the application of an adapted didactic structure through Eratosthenes’ historical narrative, focusing on teaching the similarity of triangles and geometry. The study was based on Vygotsky’s cultural-historical theory and Galperin’s theory of the gradual formation of mental actions. Design: The methods are qualitative in nature via a case-study strategy. Environment and participants: The research was conducted with a class of 46 students, of which one is visually impaired, attending the first grade of high school at a public institution in the countryside of Paraná-Brazil. Data collection and analysis: Data were collected through activities performed in class and an evaluation questionnaire. Data were analysed through content analysis. Results: The results show that the intervention contributed to the assimilation of mathematical concepts by the visually impaired individual and other students, showing changes in the perceptions of key topics within plane geometry, previously demonstrated by the students as partial and non-scientific concepts. Conclusions: We can emphasise the need for research and studies targeting the construction of proposals and materials that enable an equitable and inclusive teaching process for all students.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41780588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-06DOI: 10.17648/acta.scientiae.7007
A. Kurniawati, D. Juniati, A. Abadi
{"title":"Development of the Pre-Service Teachers’ Mathematics Identity Instrument (P-STMI)","authors":"A. Kurniawati, D. Juniati, A. Abadi","doi":"10.17648/acta.scientiae.7007","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7007","url":null,"abstract":"","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-06DOI: 10.17648/acta.scientiae.7328
Beatriz Sánchez-Barbero, María José Cáceres, J. Chamoso
Background : Reversibility is a key concept for the understanding and development of mathematical thinking. There is an agreement regarding problem-solving as a fundamental part of mathematical competence, and some authors regard reversible thinking as a requirement for it. Objectives : We want to validate an instrument that assesses the reversibility of thought when solving verbal arithmetic problems (word problems) involving various operations, semantic-mathematical structures and proximity of situational information. Design : A qualitative study was carried out from the data obtained by experts, and a quantitative study was carried out to determine the validity and reliability of the instrument. Setting and Participants : 318 students from different Spanish schools attending primary education (6 to 12 years) participated. Data collection and analysis: Participants performed 180 mathematical tasks distributed over three theoretical scales, two operations, and four semantic configurations. Results: To determine the consistency of the data, a reliability analysis was performed globally and on each of the scales, all values being greater than 0.90. Exploratory factor analysis resulted in three factors that explained more than 70%. To analyse the validity of the instrument, confirmatory factor analysis was performed, and its indices showed an adjustment of the models. Conclusions : We consider that the designed instrument is sufficiently robust to assess the reversibility of the basic addition and subtraction operations and, in addition, to analyse the discrimination of word problems according to the semantic-mathematical structure and their situational context.
{"title":"Validation of a Scale to Assess the Reversibility of Thought in Verbal Arithmetic Problems","authors":"Beatriz Sánchez-Barbero, María José Cáceres, J. Chamoso","doi":"10.17648/acta.scientiae.7328","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7328","url":null,"abstract":"Background : Reversibility is a key concept for the understanding and development of mathematical thinking. There is an agreement regarding problem-solving as a fundamental part of mathematical competence, and some authors regard reversible thinking as a requirement for it. Objectives : We want to validate an instrument that assesses the reversibility of thought when solving verbal arithmetic problems (word problems) involving various operations, semantic-mathematical structures and proximity of situational information. Design : A qualitative study was carried out from the data obtained by experts, and a quantitative study was carried out to determine the validity and reliability of the instrument. Setting and Participants : 318 students from different Spanish schools attending primary education (6 to 12 years) participated. Data collection and analysis: Participants performed 180 mathematical tasks distributed over three theoretical scales, two operations, and four semantic configurations. Results: To determine the consistency of the data, a reliability analysis was performed globally and on each of the scales, all values being greater than 0.90. Exploratory factor analysis resulted in three factors that explained more than 70%. To analyse the validity of the instrument, confirmatory factor analysis was performed, and its indices showed an adjustment of the models. Conclusions : We consider that the designed instrument is sufficiently robust to assess the reversibility of the basic addition and subtraction operations and, in addition, to analyse the discrimination of word problems according to the semantic-mathematical structure and their situational context.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.17648/acta.scientiae.7192
R. Fallas-Soto, Ricardo Arnoldo Cantoral Uriza
Background : The teaching of differential equations is dominated by an excessively algebraised analytic tradition. For this reason, studies that contribute to conceptualising mathematical objects associated with the differential equation are important, particularly the existence and uniqueness theorem. Objectives : From its genesis, the objective is to analyse the nature of this knowledge, its epistemology from practice. We give an account of the variational arguments , i.e. , based on practices focused on the study of change, with a predictive purpose, which allows obtaining the desired result on the differential equation: demonstrating the existence of a unique solution. Design : A documentary analysis is carried out from the Socioepistemological Theory of the works that marked the construction of this mathematical knowledge. Setting and Participants : Being a documentary-cut study, we did not have participants stricto sensu . Data collection and analysis : Our observation unit includes mathematical works as primary and secondary sources involved in constructing the theorem: its postulations, search for hypotheses and proofs. Results : A reconstruction of the theorem is offered, which from the arguments, characterises some practices that helped in the construction of mathematical objects. Conclusions : We conclude that the bounded variation, as a particular way of using change, contributed to the search or establishment of conditions for the interpretation of the solution of equations and to obtain a unique solution to the differential equation, contributions that should be key for implementations of learning situations.
{"title":"Socioepistemology of the Existence and Uniqueness Theorem in the First-order Ordinary Differential Equation","authors":"R. Fallas-Soto, Ricardo Arnoldo Cantoral Uriza","doi":"10.17648/acta.scientiae.7192","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7192","url":null,"abstract":"Background : The teaching of differential equations is dominated by an excessively algebraised analytic tradition. For this reason, studies that contribute to conceptualising mathematical objects associated with the differential equation are important, particularly the existence and uniqueness theorem. Objectives : From its genesis, the objective is to analyse the nature of this knowledge, its epistemology from practice. We give an account of the variational arguments , i.e. , based on practices focused on the study of change, with a predictive purpose, which allows obtaining the desired result on the differential equation: demonstrating the existence of a unique solution. Design : A documentary analysis is carried out from the Socioepistemological Theory of the works that marked the construction of this mathematical knowledge. Setting and Participants : Being a documentary-cut study, we did not have participants stricto sensu . Data collection and analysis : Our observation unit includes mathematical works as primary and secondary sources involved in constructing the theorem: its postulations, search for hypotheses and proofs. Results : A reconstruction of the theorem is offered, which from the arguments, characterises some practices that helped in the construction of mathematical objects. Conclusions : We conclude that the bounded variation, as a particular way of using change, contributed to the search or establishment of conditions for the interpretation of the solution of equations and to obtain a unique solution to the differential equation, contributions that should be key for implementations of learning situations.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.17648/acta.scientiae.7061
M. Burgos, Jorhan José Chaverri Hernández
Background: Problem posing is a fundamental competence that enhances the didactic-mathematical knowledge of the mathematics teacher, so it should be an objective in teacher education plans. Objectives : This paper describes and analyses a training intervention with prospective teachers to develop such competence using proportionality tasks. Design: This qualitative and interpretative study adopts a methodology characteristic of didactic design or engineering research. The design of the intervention and the content analysis of the participants’ answers use theoretical and methodological tools from the onto-semiotic approach to mathematical knowledge and instruction. Context and participants : The training action was carried out with 127 undergraduates attending a primary education teaching degree in the framework of the Design and Development of the Mathematics Curriculum in Primary Education subject in a Spanish university. Data collection and analysis: The prospective teachers, organised in 33 working teams, were asked to create two problems based on a given situation and to identify objects and difficulties, the solution of which was analysed by the research team. Results: The results show that the participants encounter difficulties in elaborating relevant proportionality problems from the given situation, identifying the associated level of complexity, recognising the mathematical objects interacting in the solution to their problems and the difficulties that these could cause to primary school pupils. Conclusions: It is mandatory to reinforce problem creation competence and proportional reasoning in teacher education.
{"title":"Knowledge and Competencies of Prospective Teachers for the Creation of Proportionality Problems","authors":"M. Burgos, Jorhan José Chaverri Hernández","doi":"10.17648/acta.scientiae.7061","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7061","url":null,"abstract":"Background: Problem posing is a fundamental competence that enhances the didactic-mathematical knowledge of the mathematics teacher, so it should be an objective in teacher education plans. Objectives : This paper describes and analyses a training intervention with prospective teachers to develop such competence using proportionality tasks. Design: This qualitative and interpretative study adopts a methodology characteristic of didactic design or engineering research. The design of the intervention and the content analysis of the participants’ answers use theoretical and methodological tools from the onto-semiotic approach to mathematical knowledge and instruction. Context and participants : The training action was carried out with 127 undergraduates attending a primary education teaching degree in the framework of the Design and Development of the Mathematics Curriculum in Primary Education subject in a Spanish university. Data collection and analysis: The prospective teachers, organised in 33 working teams, were asked to create two problems based on a given situation and to identify objects and difficulties, the solution of which was analysed by the research team. Results: The results show that the participants encounter difficulties in elaborating relevant proportionality problems from the given situation, identifying the associated level of complexity, recognising the mathematical objects interacting in the solution to their problems and the difficulties that these could cause to primary school pupils. Conclusions: It is mandatory to reinforce problem creation competence and proportional reasoning in teacher education.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42400040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.17648/acta.scientiae.7043
Alejandra Balbi, Micaela Bonilla, María Alejandra Otamendi, Karina Curione, Pablo Beltrán-Pellicer
Background: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants : Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis : We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results : The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion : We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.
{"title":"Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers","authors":"Alejandra Balbi, Micaela Bonilla, María Alejandra Otamendi, Karina Curione, Pablo Beltrán-Pellicer","doi":"10.17648/acta.scientiae.7043","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7043","url":null,"abstract":"Background: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants : Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis : We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results : The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion : We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45148277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.17648/acta.scientiae.7262
J. Gaviria-Bedoya, Difariney González-Gómez, Monica Marcela Parra-Zapata, Jhony Alexander Villa Ochoa
Background: Knowing the attitudes towards statistics and the statistical reasoning of teachers in training has been a topic of interest in research in statistical education because they reveal affective and cognitive characteristics that are part of the teaching and learning process of statistics. Objectives : To describe attitudes towards statistics and statistical reasoning about descriptive measures and probability of prospective primary education teachers within the framework of a course of their curriculum . Design : Case study with quantitative data and analysis. Instruments and participants: The Survey of Attitudes Towards Statistics (SATS) and the Statistical Reasoning Assessment (SRA) were applied at the beginning and end of the course. The sample consisted of 18 prospective teachers of a program of primary education of an official university of Colombia. Data collection and analysis : For the total scores in the two SATS and SRA applications, we obtained descriptive measurements, performed bivariate analyses, and applied non-parametric methods such as the Wilcoxon test. Results : We found a statistical differences in attitudes towards statistics between the pre-test and post-test. No statistical differences were found between the statistical reasoning scores. Conclusions : The prospective teachers presented a positive assessment of the usefulness of statistics and the role of statistics in the sociocultural environment and showed erroneous reasoning, mainly about probability.
{"title":"Attitudes Towards Statistics and Statistical Reasoning of Teachers in Training","authors":"J. Gaviria-Bedoya, Difariney González-Gómez, Monica Marcela Parra-Zapata, Jhony Alexander Villa Ochoa","doi":"10.17648/acta.scientiae.7262","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7262","url":null,"abstract":"Background: Knowing the attitudes towards statistics and the statistical reasoning of teachers in training has been a topic of interest in research in statistical education because they reveal affective and cognitive characteristics that are part of the teaching and learning process of statistics. Objectives : To describe attitudes towards statistics and statistical reasoning about descriptive measures and probability of prospective primary education teachers within the framework of a course of their curriculum . Design : Case study with quantitative data and analysis. Instruments and participants: The Survey of Attitudes Towards Statistics (SATS) and the Statistical Reasoning Assessment (SRA) were applied at the beginning and end of the course. The sample consisted of 18 prospective teachers of a program of primary education of an official university of Colombia. Data collection and analysis : For the total scores in the two SATS and SRA applications, we obtained descriptive measurements, performed bivariate analyses, and applied non-parametric methods such as the Wilcoxon test. Results : We found a statistical differences in attitudes towards statistics between the pre-test and post-test. No statistical differences were found between the statistical reasoning scores. Conclusions : The prospective teachers presented a positive assessment of the usefulness of statistics and the role of statistics in the sociocultural environment and showed erroneous reasoning, mainly about probability.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.17648/acta.scientiae.7315
I. L. Lemes, Renato P. dos Santos
Background: In the current context, numerous technologies are available, and access to information is facilitated to all who have access to the Internet. Education 4.0 emerged as a response to the need to meet the demands that will undoubtedly arise with the way society has been developing in the direction of the so-called Innovation Society. Objectives: The objective of this work was to elaborate a model of the Education 4.0 teacher, integrating Siemens’ Connectivist Theory with Papert’s Constructionism. Design: The methodology used here consisted of the textual analysis of the primary sources of Siemens’ Connectivist proposal and Papert’s Constructionism, aiming to identify characteristics that can lead the teacher of Education 4.0. Environment and participants: The primary sources of Siemens’ Connectivist proposal and Papert’s Constructionism, as it is a bibliographic theoretical study. Data collection and analysis: Data were collected from the mentioned primary sources and analysed by textual analysis. Results: As a result, seven possible characteristics of the Education 4.0 teacher were identified: Mediator, Researcher, Adaptive, Mentor, Apprentice, Bricoleur, and Self-reflective. However, the survey carried out by digital means with 30 active and non-active teachers revealed that 53.3% were unaware of the concept of Education 4.0. Conclusions: It was concluded that teachers need continuing education courses to develop the pedagogical praxis of education 4.0.
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