Pub Date : 2023-10-04DOI: 10.17648/acta.scientiae.7673
Yara Patrícia Barral de Queiroz Guimarães, Wagner Barbosa de Lima Palanch
Background: The post-colonial and anti-colonial theories in mathematics education, difference and inclusion led Souza and Skovsmose to create the term deficiencialism. Objective: To present the potential of Jurgen Habermas’s theory of the inclusion of the other to contribute to concepts of inclusive mathematics education. Design: Considering that Habermas is a German philosopher who defends ethical communication to solve social problems, we believe that his concepts can help understand the idea of inclusion in teaching to guide the academic community towards a better understanding and positioning about who the Other is. Setting and participants: Jurgen Habermas (2018, 2019) and Ole Skovsmose (2014). Data collection and analysis: Bibliographical and theoretical study. Results: We found possible similarities between Habermasian theories and the critical mathematics education by Ole Skovsmose, each concept with its particularities converging on ethical communication that can favour a more inclusive mathematics education.
{"title":"Contributions of the Theory of the Inclusion of the Other to Inclusive Mathematics Education","authors":"Yara Patrícia Barral de Queiroz Guimarães, Wagner Barbosa de Lima Palanch","doi":"10.17648/acta.scientiae.7673","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7673","url":null,"abstract":"Background: The post-colonial and anti-colonial theories in mathematics education, difference and inclusion led Souza and Skovsmose to create the term deficiencialism. Objective: To present the potential of Jurgen Habermas’s theory of the inclusion of the other to contribute to concepts of inclusive mathematics education. Design: Considering that Habermas is a German philosopher who defends ethical communication to solve social problems, we believe that his concepts can help understand the idea of inclusion in teaching to guide the academic community towards a better understanding and positioning about who the Other is. Setting and participants: Jurgen Habermas (2018, 2019) and Ole Skovsmose (2014). Data collection and analysis: Bibliographical and theoretical study. Results: We found possible similarities between Habermasian theories and the critical mathematics education by Ole Skovsmose, each concept with its particularities converging on ethical communication that can favour a more inclusive mathematics education.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135647448","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 : 2023-10-03DOI: 10.17648/acta.scientiae.7582
Amanda Pereira De Freitas, Angela Fernandes Campos
Background: The problem-solving approach has been highlighted in chemistry teaching. Objectives: To analyse the theoretical-methodological adjustments on the problem-solving approach carried out by chemistry teachers in their teaching plans. Design: Carrying out a problem-solving training activity. Setting and participants: This research involved twenty basic chemistry teachers, students of the professional master’s degree course in chemistry in the national education network offered by the Federal Rural University of Pernambuco. Data collection and analysis: We used the content analysis technique through a priori and a posteriori categories to analyse the teachers’ plans built from guiding studies published on the RPEQ website. Results: We noticed that the teachers used few elements as presented in the guiding studies, building different plans according to their classroom contexts and demonstrating autonomy and creativity. Conclusions: We observe the potentiality of the RPEQ website regarding its functionality as a digital didactic resource serving as a basis for teachers to plan teaching situations that are different from the traditional method.
{"title":"Planning Teaching Sequences Based on Problem Solving from a Scientific Dissemination Tool","authors":"Amanda Pereira De Freitas, Angela Fernandes Campos","doi":"10.17648/acta.scientiae.7582","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7582","url":null,"abstract":"Background: The problem-solving approach has been highlighted in chemistry teaching. Objectives: To analyse the theoretical-methodological adjustments on the problem-solving approach carried out by chemistry teachers in their teaching plans. Design: Carrying out a problem-solving training activity. Setting and participants: This research involved twenty basic chemistry teachers, students of the professional master’s degree course in chemistry in the national education network offered by the Federal Rural University of Pernambuco. Data collection and analysis: We used the content analysis technique through a priori and a posteriori categories to analyse the teachers’ plans built from guiding studies published on the RPEQ website. Results: We noticed that the teachers used few elements as presented in the guiding studies, building different plans according to their classroom contexts and demonstrating autonomy and creativity. Conclusions: We observe the potentiality of the RPEQ website regarding its functionality as a digital didactic resource serving as a basis for teachers to plan teaching situations that are different from the traditional method.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789534","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 : 2023-09-14DOI: 10.17648/acta.scientiae.7504
Juan Luis Piñeiro, Juan Pablo Calle
Background : The education of special education teachers is diverse in scope and content. One of the existing approaches corresponds to a five-year university degree. School mathematics is among the various subjects that make up the formative plans for careers. Objectives : The goal of this paper is to characterise the knowledge for mathematics teaching offered by the course syllabuses related to school mathematics in the initial education of prospective special education teachers. Design : This research is framed within a qualitative approach from a descriptive and interpretative perspective. Specifically, a non-interactive qualitative approach was used. Setting and Participants : Thirty-one subject syllabuses from 12 universities of the Council of Deans of Chilean Universities were analysed. Data collection and analysis : The syllabuses were analysed through a content analysis that combined concept-driven and data-driven development and was carried out sequentially. Results : The results show that the content knowledge focuses on numbers and operations from a procedural and definitional perspective. On the other hand, pedagogical content knowledge focuses on the design of interventions. Conclusions : We conclude that knowledge for teaching mathematics in special education needs to include mathematics educators in the discussion about what knowledge special educators should have.
{"title":"Mathematical Knowledge for Teaching in the Initial Education of Special Education Teachers","authors":"Juan Luis Piñeiro, Juan Pablo Calle","doi":"10.17648/acta.scientiae.7504","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7504","url":null,"abstract":"Background : The education of special education teachers is diverse in scope and content. One of the existing approaches corresponds to a five-year university degree. School mathematics is among the various subjects that make up the formative plans for careers. Objectives : The goal of this paper is to characterise the knowledge for mathematics teaching offered by the course syllabuses related to school mathematics in the initial education of prospective special education teachers. Design : This research is framed within a qualitative approach from a descriptive and interpretative perspective. Specifically, a non-interactive qualitative approach was used. Setting and Participants : Thirty-one subject syllabuses from 12 universities of the Council of Deans of Chilean Universities were analysed. Data collection and analysis : The syllabuses were analysed through a content analysis that combined concept-driven and data-driven development and was carried out sequentially. Results : The results show that the content knowledge focuses on numbers and operations from a procedural and definitional perspective. On the other hand, pedagogical content knowledge focuses on the design of interventions. Conclusions : We conclude that knowledge for teaching mathematics in special education needs to include mathematics educators in the discussion about what knowledge special educators should have.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134971871","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}
Background: Teacher Training has needed new possibilities to make teaching practice more flexible and less boring. Therefore, using school-centred training is essential, so there is a need to investigate in loco the profile and needs of teachers. Objective: Identify the professional profile, the teaching know-how, the difficulties and needs in the teaching processes to cultivate communities of practice with teachers in a municipality placed in the interior of Rio Grande do Sul State. Design: This is a qualitative, descriptive, and exploratory research using the content analysis technique for data processing. Setting and Participants: Four school contexts of Basic Education were investigated, with 63 teachers coming from two municipal schools and two state schools in a municipality on the West Frontier of Rio Grande do Sul State participated in the study. They were intentionally selected. Data collection and analysis: A structured questionnaire with questions related to the teachers' profiles was used for data collection, as well as open questions related to their pedagogical practice. Results: It was found that there is a high percentage of teachers working in more than one school, a factor that must be considered. We highlight the reflection and autonomy in pedagogical practice and the need for training actions regarding the diversity of methodologies to assertively address the different gaps in students. Conclusions: It is considered important to identify the profile and emerging needs of teachers in order to facilitate the organisation of Communities of Practice that aim for school-centred teacher education.
{"title":"Professional Profile and Needs of Basic Education Teachers: Envisioning Nurturing Communities of Practice","authors":"Renata Godinho Soares, Caroline Pugliero Coelho, Cátia Silene Carrazoni Lopes Viçosa, Pedro Ribeiro Mucharreira, Phillip Vilanova Ilha, Raquel Ruppenthal","doi":"10.17648/acta.scientiae.7459","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7459","url":null,"abstract":"Background: Teacher Training has needed new possibilities to make teaching practice more flexible and less boring. Therefore, using school-centred training is essential, so there is a need to investigate in loco the profile and needs of teachers. Objective: Identify the professional profile, the teaching know-how, the difficulties and needs in the teaching processes to cultivate communities of practice with teachers in a municipality placed in the interior of Rio Grande do Sul State. Design: This is a qualitative, descriptive, and exploratory research using the content analysis technique for data processing. Setting and Participants: Four school contexts of Basic Education were investigated, with 63 teachers coming from two municipal schools and two state schools in a municipality on the West Frontier of Rio Grande do Sul State participated in the study. They were intentionally selected. Data collection and analysis: A structured questionnaire with questions related to the teachers' profiles was used for data collection, as well as open questions related to their pedagogical practice. Results: It was found that there is a high percentage of teachers working in more than one school, a factor that must be considered. We highlight the reflection and autonomy in pedagogical practice and the need for training actions regarding the diversity of methodologies to assertively address the different gaps in students. Conclusions: It is considered important to identify the profile and emerging needs of teachers in order to facilitate the organisation of Communities of Practice that aim for school-centred teacher education.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363413","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 : 2023-09-08DOI: 10.17648/acta.scientiae.7781
José Daniel Souza, Camila Greff Passos, Paulo Augusto Netz
Background : Although textbooks are used at all education levels, they are not free from errors, mistakes, and misconceptions. In the literature, many works have investigated textbooks in various ways, with particular emphasis on the influence of language. Objectives : The objectives of this study were to identify types of epistemological obstacles, according to Gaston Bachelard’s philosophy, associated with the classical thermodynamics concepts in higher education physical chemistry textbooks commonly utilised in chemistry and related programs in Brazil. Design : We employed a qualitative methodology based on content analysis to identify thermodynamics concepts and types of epistemological obstacles in higher education textbooks. Setting and participants : For the identification of epistemological obstacles, we selected three representative textbooks used in university programs: P. W. Atkins, D. Ball, and I. Levine. Data collection and analysis : We only analysed the chapters that addressed classical thermodynamics, specifically focusing on the concepts of temperature, heat, work, energy, internal energy, and entropy. We used a priori categories that encompassed the obstacles identified by Bachelard. Results : Our findings revealed the presence of general knowledge, verbal, substantialist, and realist obstacles in the selected textbooks, with the concepts most associated with these obstacles being heat, energy, and entropy. Conclusions : By applying Bachelard’s ideas, we were able to identify epistemological obstacles in higher education textbooks. This may be one of the causes of the perpetuation of misconceptions and historical, scientific errors related to the concepts of thermodynamics.
背景:虽然教科书适用于各个教育阶段，但它们并非没有错误、错误和误解。在文献中，许多作品从不同的角度研究了教科书，特别强调语言的影响。目的:本研究的目的是根据Gaston Bachelard的哲学，确定与巴西化学和相关课程中常用的高等教育物理化学教科书中的经典热力学概念相关的认识论障碍类型。设计:我们采用基于内容分析的定性方法来识别高等教育教科书中的热力学概念和认识论障碍类型。背景和参与者:为了识别认识论障碍，我们选择了三本在大学课程中使用的代表性教科书:P. W. Atkins, D. Ball和I. Levine。数据收集和分析:我们只分析了处理经典热力学的章节，特别关注温度、热量、功、能量、内能和熵的概念。我们使用了包含巴舍拉确定的障碍的先验分类。结果:我们的研究结果揭示了所选教科书中普遍知识、语言、实体主义和现实主义障碍的存在，与这些障碍最相关的概念是热、能量和熵。结论:通过运用巴舍拉的思想，我们能够识别高等教育教科书中的认识论障碍。这可能是与热力学概念有关的误解和历史、科学错误持续存在的原因之一。
{"title":"Exploring Bachelard’s Epistemological Obstacles in Physical Chemistry Textbooks: The Case of Thermodynamics Concepts","authors":"José Daniel Souza, Camila Greff Passos, Paulo Augusto Netz","doi":"10.17648/acta.scientiae.7781","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7781","url":null,"abstract":"Background : Although textbooks are used at all education levels, they are not free from errors, mistakes, and misconceptions. In the literature, many works have investigated textbooks in various ways, with particular emphasis on the influence of language. Objectives : The objectives of this study were to identify types of epistemological obstacles, according to Gaston Bachelard’s philosophy, associated with the classical thermodynamics concepts in higher education physical chemistry textbooks commonly utilised in chemistry and related programs in Brazil. Design : We employed a qualitative methodology based on content analysis to identify thermodynamics concepts and types of epistemological obstacles in higher education textbooks. Setting and participants : For the identification of epistemological obstacles, we selected three representative textbooks used in university programs: P. W. Atkins, D. Ball, and I. Levine. Data collection and analysis : We only analysed the chapters that addressed classical thermodynamics, specifically focusing on the concepts of temperature, heat, work, energy, internal energy, and entropy. We used a priori categories that encompassed the obstacles identified by Bachelard. Results : Our findings revealed the presence of general knowledge, verbal, substantialist, and realist obstacles in the selected textbooks, with the concepts most associated with these obstacles being heat, energy, and entropy. Conclusions : By applying Bachelard’s ideas, we were able to identify epistemological obstacles in higher education textbooks. This may be one of the causes of the perpetuation of misconceptions and historical, scientific errors related to the concepts of thermodynamics.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136363411","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}
Background : Astrometry is a field of study that integrates the procedures necessary to determine the position and movements of celestial bodies, which is why it uses concepts typical of the natural sciences that could be used in scientific education. Objective : To identify scientific concepts related to astrometry in rural secondary basic education contexts. Design : The sequence of activities consisted of Diagnosis of Prior Knowledge , Didactic Intervention , and Assessment . Setting and Participants: 65 students from three rural educational institutions (field schools) of the Department of Boyacá in Colombia participated. Data Collection and Analysis : Two questionnaires were implemented to assess students’ prior concepts and strengthened concepts, which were validated by the judgment of experts in the area. The data was grouped into two categories of analysis: Astrometric Concepts and Astrometric Techniques and Methods . Results: The learning of astrometric concepts such as stellar evolution, parallax, classification, and principles of spectroscopy was favoured, in addition to concepts from physics such as electromagnetic spectrum, brightness, luminosity, temperature-colour ratio, and mathematical concepts, some trigonometric relationships and astronomical units. However, difficulties were evidenced in relation to knowledge of the celestial vault, movements of the stars, and management of astronomical models. Conclusions: The students had little previous knowledge about astrometry, strengthened through didactic intervention, enabling the association of physics, mathematical, and astronomical concepts in the classroom.
{"title":"Didactic Intervention for the Teaching of Stellar Astrometry in Field Educational Contexts","authors":"Diana Yicela Pineda Caro, Daniel Alejandro Valderrama, Nidia Yaneth Torres Merchán","doi":"10.17648/acta.scientiae.7347","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7347","url":null,"abstract":"Background : Astrometry is a field of study that integrates the procedures necessary to determine the position and movements of celestial bodies, which is why it uses concepts typical of the natural sciences that could be used in scientific education. Objective : To identify scientific concepts related to astrometry in rural secondary basic education contexts. Design : The sequence of activities consisted of Diagnosis of Prior Knowledge , Didactic Intervention , and Assessment . Setting and Participants: 65 students from three rural educational institutions (field schools) of the Department of Boyacá in Colombia participated. Data Collection and Analysis : Two questionnaires were implemented to assess students’ prior concepts and strengthened concepts, which were validated by the judgment of experts in the area. The data was grouped into two categories of analysis: Astrometric Concepts and Astrometric Techniques and Methods . Results: The learning of astrometric concepts such as stellar evolution, parallax, classification, and principles of spectroscopy was favoured, in addition to concepts from physics such as electromagnetic spectrum, brightness, luminosity, temperature-colour ratio, and mathematical concepts, some trigonometric relationships and astronomical units. However, difficulties were evidenced in relation to knowledge of the celestial vault, movements of the stars, and management of astronomical models. Conclusions: The students had little previous knowledge about astrometry, strengthened through didactic intervention, enabling the association of physics, mathematical, and astronomical concepts in the classroom.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135638094","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 : 2023-08-30DOI: 10.17648/acta.scientiae.6082
Ana Aragüés Díaz
Background : This paper deals about how scientific content emerged through the guide of teacher questions in an inquiry-based activity. The lesson takes place with an experimental device which aims to enable students to explain the phase transitions in the water cycle. Objectives : What scientific concepts are constructed by students and teacher? What kind of questions uses the pre-service teacher in order to guide the thought of students? Design : The methodology used is based on video-analysis. The analysis is carried out at two scales, one mesoscopic (minutes) based on a thematic approach (games), the other microscopic (seconds) based on the cognitive demand of each question from the teacher as well as the decomposition of the knowledge involved in each oral intervention (facets). Setting and Participants : The study is carried out with a pre-service teacher in a science lesson of 6 th grade formed by 17 students in a public school. Data collection and analysis : Our source of data is a 1-hour video recording made during a science lesson. The data is analyzed with Transana software. Results : Findings show how the pre-service teacher uses questions in all games as a key lever to engage students in the construction of meanings. Difficulties are perceived when students try to explain the scientific concepts (evaporation and condensation) in a context of the water cycle. Conclusions : The video allowed us to observe the difficulty involved in making knowledge move forward as the session progresses if the student diversity is to be dealt with.
{"title":"Constructing Scientific Knowledge through the Teacher´s Questions in a Guided-Inquiry Primary Lesson of the Water Cycle","authors":"Ana Aragüés Díaz","doi":"10.17648/acta.scientiae.6082","DOIUrl":"https://doi.org/10.17648/acta.scientiae.6082","url":null,"abstract":"Background : This paper deals about how scientific content emerged through the guide of teacher questions in an inquiry-based activity. The lesson takes place with an experimental device which aims to enable students to explain the phase transitions in the water cycle. Objectives : What scientific concepts are constructed by students and teacher? What kind of questions uses the pre-service teacher in order to guide the thought of students? Design : The methodology used is based on video-analysis. The analysis is carried out at two scales, one mesoscopic (minutes) based on a thematic approach (games), the other microscopic (seconds) based on the cognitive demand of each question from the teacher as well as the decomposition of the knowledge involved in each oral intervention (facets). Setting and Participants : The study is carried out with a pre-service teacher in a science lesson of 6 th grade formed by 17 students in a public school. Data collection and analysis : Our source of data is a 1-hour video recording made during a science lesson. The data is analyzed with Transana software. Results : Findings show how the pre-service teacher uses questions in all games as a key lever to engage students in the construction of meanings. Difficulties are perceived when students try to explain the scientific concepts (evaporation and condensation) in a context of the water cycle. Conclusions : The video allowed us to observe the difficulty involved in making knowledge move forward as the session progresses if the student diversity is to be dealt with.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136241323","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}
Background : Mathematics textbooks are one of the tools that link the expected goals of the mathematics curriculum and its practice in mathematics classes. Thus, reviewing mathematics textbooks between countries is one way to reflect and improve based on good practice. Objectives : To examine the structure and order of contents presented in Indonesian and Singaporean mathematics textbooks, as well as the differences between the two. Design : This research uses textbook comparison study and focuses on how mathematical tasks are presented. The two textbooks compared are Senang Belajar Matematika (Indonesia) and My Pals Are Here (Singapore). Data collection and analysis : We analyzed it by conducting coding based on the adaptation of Gracin’s framework which includes five dimensions of analysis: content, mathematical activity, level of complexity, answer form, and contextual features. The validated coding results are used to report research results. Results : Some aspects of competence for each textbook tend to have the same proportions. In the mathematical activity aspect, both provide operation and calculation activities that are more dominant than the others. However, Singaporean mathematics textbooks offer more opportunities for argumentation and reasoning, and interpretation activities, which interpretation activities are not available in Indonesian mathematics textbooks. We also found that both textbooks offer a variety of task activity types, with the Indonesian textbook offering more types. Conclusions : The two textbooks' structure and order of content are significantly different, with the distribution of the number of tasks for each dimension being more even in Singaporean textbook.
{"title":"Comparative Study of Elementary School Mathematics Textbooks between Singapore and Indonesia: The Case of Fractions","authors":"Yoppy Wahyu Purnomo, Yashinta Meyliana Fatima, Amiroh Amiroh, Fidariya Mawaddah, Irfan Wahyu Prananto, Fery Muhammad Firdaus","doi":"10.17648/acta.scientiae.7446","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7446","url":null,"abstract":"Background : Mathematics textbooks are one of the tools that link the expected goals of the mathematics curriculum and its practice in mathematics classes. Thus, reviewing mathematics textbooks between countries is one way to reflect and improve based on good practice. Objectives : To examine the structure and order of contents presented in Indonesian and Singaporean mathematics textbooks, as well as the differences between the two. Design : This research uses textbook comparison study and focuses on how mathematical tasks are presented. The two textbooks compared are Senang Belajar Matematika (Indonesia) and My Pals Are Here (Singapore). Data collection and analysis : We analyzed it by conducting coding based on the adaptation of Gracin’s framework which includes five dimensions of analysis: content, mathematical activity, level of complexity, answer form, and contextual features. The validated coding results are used to report research results. Results : Some aspects of competence for each textbook tend to have the same proportions. In the mathematical activity aspect, both provide operation and calculation activities that are more dominant than the others. However, Singaporean mathematics textbooks offer more opportunities for argumentation and reasoning, and interpretation activities, which interpretation activities are not available in Indonesian mathematics textbooks. We also found that both textbooks offer a variety of task activity types, with the Indonesian textbook offering more types. Conclusions : The two textbooks' structure and order of content are significantly different, with the distribution of the number of tasks for each dimension being more even in Singaporean textbook.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136241324","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 : 2023-08-11DOI: 10.17648/acta.scientiae.7706
Marcelio Adriano Diogo, Marlise Geller
Background: As of 2017, with the approval of Law No. 13.409, which provides for exclusive places for people with disabilities in high school technical courses of federal educational institutions, the demands for permanence and success of students with disabilities, particularly intellectual, have become teachers’ focus. Objectives: This article seeks to present and reflect on a curriculum accessibility proposal aimed at the content of functions for students with intellectual disabilities in technical education. Design: Qualitative research of the research-action type with formation of a focus group and interpretive descriptive analysis of the results. Setting and participants: The research environment is a Federal Institute of the metropolitan region, and its methodology was the creation of a focus group of mathematics teachers for the discussion and elaboration of an accessible curriculum proposal in the content of functions for a student with Down syndrome enrolled in the first year of a technical course. Data collection and analysis: Data collection was obtained from the development of a sequence of activities applied to the student, and the analysis was inspired by interpretive descriptive analysis. Results: The results obtained point to the success of the curricular accessibility proposal based on the principles of the universal design for learning (UDL). Conclusions: The presentation of a curriculum from the perspective of curriculum accessibility for students with intellectual disabilities is promising to enable learning and develop desired skills in students.
{"title":"An Accessible Curriculum Proposal in Functions Content Based on the Universal Design for Learning","authors":"Marcelio Adriano Diogo, Marlise Geller","doi":"10.17648/acta.scientiae.7706","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7706","url":null,"abstract":"Background: As of 2017, with the approval of Law No. 13.409, which provides for exclusive places for people with disabilities in high school technical courses of federal educational institutions, the demands for permanence and success of students with disabilities, particularly intellectual, have become teachers’ focus. Objectives: This article seeks to present and reflect on a curriculum accessibility proposal aimed at the content of functions for students with intellectual disabilities in technical education. Design: Qualitative research of the research-action type with formation of a focus group and interpretive descriptive analysis of the results. Setting and participants: The research environment is a Federal Institute of the metropolitan region, and its methodology was the creation of a focus group of mathematics teachers for the discussion and elaboration of an accessible curriculum proposal in the content of functions for a student with Down syndrome enrolled in the first year of a technical course. Data collection and analysis: Data collection was obtained from the development of a sequence of activities applied to the student, and the analysis was inspired by interpretive descriptive analysis. Results: The results obtained point to the success of the curricular accessibility proposal based on the principles of the universal design for learning (UDL). Conclusions: The presentation of a curriculum from the perspective of curriculum accessibility for students with intellectual disabilities is promising to enable learning and develop desired skills in students.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135491707","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 : 2023-07-24DOI: 10.17648/acta.scientiae.7666
Renata Da Silva Dessbesel, Sani de Carvalho Rutz da Silva, E. Shimazaki
The proposal of inclusive education in the education of deaf children does not limit the issues of access to communication. Bilingual education is necessary for their learning and cognitive development, also considering their way of interacting and organising life. Objectives: To investigate how mediation is done through signs and instruments in appropriating algebraic knowledge by deaf students attending non-special schools. Design: The design experiment based on educational design research (EDeR) has been chosen as the methodological path. Setting and participants: The teaching episodes were developed with two deaf students from two state public schools in a municipality in Paraná, Brazil. Data collection and analysis: Field diaries and video recordings of teaching episodes were used for data collection. The collected data were analysed through the use of content analysis. Results: Mediation through signs and instruments is the key point for high-quality teaching, as it establishes connections between the student’s previous experiences and the mathematical concepts in consolidation. Conclusions: Visuality is reaffirmed as essential for the development of mathematical contents, especially in the development of algebraic thinking in the education of deaf students. It also points out the need to expand investments in universal education of quality to guarantee human and material resources for public schools.
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