Pub Date : 2023-07-21DOI: 10.17648/acta.scientiae.7682
Bruno Thayguara De Oliveira Ribeiro, Claudia Lisete Oliveira Groenwald
Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area.
{"title":"Mathematics Teaching in Youth and Adult Education in Manaus","authors":"Bruno Thayguara De Oliveira Ribeiro, Claudia Lisete Oliveira Groenwald","doi":"10.17648/acta.scientiae.7682","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7682","url":null,"abstract":"Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306370","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 : 2023-07-20DOI: 10.17648/acta.scientiae.7611
H. Kartika, M. T. Budiarto, Y. Fuad, Kim Jeonghyeon, E. Bonyah
Background: Assessing prerequisite algebra skills among secondary school students is essential to learning to succeed in formal algebraic classes. Objectives: Therefore, this research aims to develop a prerequisite algebra skills (PAS) instrument in the context of early algebra for seventh grade. Design: It was conducted in quantitative descriptive and cross-sectional design. The PAS instrument developed was in the form of multiple-choice questions. Participants: Three experts were selected, and 85 Grade 7 students in West Java, Indonesia, participated in checking the psychometric evidence. Data Collection and Analysis: Experts filled out an assessment sheet to assess content validity and inter-rater reliability, which was analysed using a content validity index (CVI) and Kappa coefficient (κ). The construct validity and reliability were examined using the Point-Biserial correlation and Kuder-Richardson's 20. Results: The result of content validity revealed that overall instrument
{"title":"Developing and Reporting Psychometric Evidence of Prerequisite Algebra Skills Instrument","authors":"H. Kartika, M. T. Budiarto, Y. Fuad, Kim Jeonghyeon, E. Bonyah","doi":"10.17648/acta.scientiae.7611","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7611","url":null,"abstract":"Background: Assessing prerequisite algebra skills among secondary school students is essential to learning to succeed in formal algebraic classes. Objectives: Therefore, this research aims to develop a prerequisite algebra skills (PAS) instrument in the context of early algebra for seventh grade. Design: It was conducted in quantitative descriptive and cross-sectional design. The PAS instrument developed was in the form of multiple-choice questions. Participants: Three experts were selected, and 85 Grade 7 students in West Java, Indonesia, participated in checking the psychometric evidence. Data Collection and Analysis: Experts filled out an assessment sheet to assess content validity and inter-rater reliability, which was analysed using a content validity index (CVI) and Kappa coefficient (κ). The construct validity and reliability were examined using the Point-Biserial correlation and Kuder-Richardson's 20. Results: The result of content validity revealed that overall instrument","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67735294","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 : 2023-07-03DOI: 10.17648/acta.scientiae.7698
F. Ruz, Francisca M. Ubilla, V. Giaconi
Background: Stochastics’ teacher education has become an important research topic since mathematics teachers are usually responsible for the teaching of stochastics (statistics and probability) in schools. However, the emergence of new theoretical approaches has resulted in the identification of a problem: organizing and describing the necessary professional knowledge to teach stochastics. Objectives : The aim of this research is to characterize the didactic-stochastic knowledge needed for pre-service mathematics teachers, considering Chile as a case study. Design : Following a qualitative perspective, through a content-analysis. Setting and Participants: The Pedagogical and Disciplinary Standards for Mathematics Teaching Programs . Data collection and analysis: The national guidelines on the stochastic education of pre-service’ teachers were analysed to collect text fragments describing professional knowledge expected in pre-service teachers. Results : We obtained a set of 37 indicators organized according to the Didactic-Mathematical Knowledge Model, which includes disciplinary aspects (stochastic content), the knowledge of students and their learning (cognitive content) and interests (affective content), instruction processes (interactional and mediational content) and their link with the educational context and other knowledge areas (ecological content). Conclusions : We hope that the identified indicators become a useful tool to organize and evaluate stochastic education programs for pre-and in-service teachers. Moreover, we highlight the replicability of the method uses and the possible adaptation of results to other educational contexts.
{"title":"Characterising the Didactic-Stochastic Knowledge of Future Mathematics Teachers: The Case of Chile","authors":"F. Ruz, Francisca M. Ubilla, V. Giaconi","doi":"10.17648/acta.scientiae.7698","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7698","url":null,"abstract":"Background: Stochastics’ teacher education has become an important research topic since mathematics teachers are usually responsible for the teaching of stochastics (statistics and probability) in schools. However, the emergence of new theoretical approaches has resulted in the identification of a problem: organizing and describing the necessary professional knowledge to teach stochastics. Objectives : The aim of this research is to characterize the didactic-stochastic knowledge needed for pre-service mathematics teachers, considering Chile as a case study. Design : Following a qualitative perspective, through a content-analysis. Setting and Participants: The Pedagogical and Disciplinary Standards for Mathematics Teaching Programs . Data collection and analysis: The national guidelines on the stochastic education of pre-service’ teachers were analysed to collect text fragments describing professional knowledge expected in pre-service teachers. Results : We obtained a set of 37 indicators organized according to the Didactic-Mathematical Knowledge Model, which includes disciplinary aspects (stochastic content), the knowledge of students and their learning (cognitive content) and interests (affective content), instruction processes (interactional and mediational content) and their link with the educational context and other knowledge areas (ecological content). Conclusions : We hope that the identified indicators become a useful tool to organize and evaluate stochastic education programs for pre-and in-service teachers. Moreover, we highlight the replicability of the method uses and the possible adaptation of results to other educational contexts.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064862","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 : 2023-07-03DOI: 10.17648/acta.scientiae.7667
Arrigo Fontana, C. Groenwald
Background: Applying mathematical modelling in problem situations shows the possibility of observation of the existing meaningful learning as a learning environment for the construction of knowledge with problems situations of the professional daily life of students enrolled in the subject Operational Research of Fisul College Administration Course, at Serra Gaúcha, Rio Grande do Sul. Objectives: To elaborate, construct, and study a mathematical model that describes and/or explains these living situations in a professional routine integrated into the meaningful learning theory. Design: Qualitative research, based on the meaningful learning theory, in the operational research with the assistance of Solver and mathematical modelling. Setting and participants: The research was carried out in two classes of 24 students who attended the subject Operational Research in Higher Education. Data collection and analysis: The research was developed in five stages: Diagnostic Probing, Advanced Organizers, Evaluative Instrument, Modelling of Operational Research Problems, and Closure Activities. Results: Most students have evidence of the presence of subsumers in the activities developed, inserting concepts related to management, where they are related to the Business Administration course. Conclusions: The results revealed evidence of the Administrator’s professional conditions, such as the ability to recognise and define problems, introduce changes in the productive process, where the problems originated, and traces of construction of knowledge itself were perceived.
{"title":"Meaningful Learning and Mathematical Modelling - Contributions to Dealing with Business Problem Situations in Higher Education","authors":"Arrigo Fontana, C. Groenwald","doi":"10.17648/acta.scientiae.7667","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7667","url":null,"abstract":"Background: Applying mathematical modelling in problem situations shows the possibility of observation of the existing meaningful learning as a learning environment for the construction of knowledge with problems situations of the professional daily life of students enrolled in the subject Operational Research of Fisul College Administration Course, at Serra Gaúcha, Rio Grande do Sul. Objectives: To elaborate, construct, and study a mathematical model that describes and/or explains these living situations in a professional routine integrated into the meaningful learning theory. Design: Qualitative research, based on the meaningful learning theory, in the operational research with the assistance of Solver and mathematical modelling. Setting and participants: The research was carried out in two classes of 24 students who attended the subject Operational Research in Higher Education. Data collection and analysis: The research was developed in five stages: Diagnostic Probing, Advanced Organizers, Evaluative Instrument, Modelling of Operational Research Problems, and Closure Activities. Results: Most students have evidence of the presence of subsumers in the activities developed, inserting concepts related to management, where they are related to the Business Administration course. Conclusions: The results revealed evidence of the Administrator’s professional conditions, such as the ability to recognise and define problems, introduce changes in the productive process, where the problems originated, and traces of construction of knowledge itself were perceived. ","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631845","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 : 2023-07-03DOI: 10.17648/acta.scientiae.7688
M. Villegas
Background: Working conditions in Brazil, both material and contextual, are not suitable for the exercise of the educator's profession nor for the well-being of educators, which is being, therefore, strongly affected. In addition, a little more than three quarters of teaching professionals in Brazilian Basic Education are women. Design: The methodology used was qualitative in nature. Participants: seven Basic Education teachers, who participated as collaborators in the study, narrated their experiences as educators, and the research sought to explain the meanings and senses of the phenomena narrated by them. Data collection and analysis : To collect the information, two Conversation Rounds of two hours and thirty minutes each were held, and a structured questionnaire was applied to obtain personal and professional data from the collaborators. Then, to analyze this information, the strategy suggested by Strauss and Corbin (2012) was used. Results : From the teachers' testimonies, it was found that their training experiences were marked by the motivations for choosing to be a teacher, their insertion in the teaching community and the awareness of their role as educators. Conclusions : It was concluded that the process of becoming a teacher is characterized by unique sociocultural experiences, in which relationships with others have been crucial for the constitution of oneself as teaching professionals.
{"title":"The Process of Becoming a Teacher: Experiences with Teachers in Northeast Brazil","authors":"M. Villegas","doi":"10.17648/acta.scientiae.7688","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7688","url":null,"abstract":"Background: Working conditions in Brazil, both material and contextual, are not suitable for the exercise of the educator's profession nor for the well-being of educators, which is being, therefore, strongly affected. In addition, a little more than three quarters of teaching professionals in Brazilian Basic Education are women. Design: The methodology used was qualitative in nature. Participants: seven Basic Education teachers, who participated as collaborators in the study, narrated their experiences as educators, and the research sought to explain the meanings and senses of the phenomena narrated by them. Data collection and analysis : To collect the information, two Conversation Rounds of two hours and thirty minutes each were held, and a structured questionnaire was applied to obtain personal and professional data from the collaborators. Then, to analyze this information, the strategy suggested by Strauss and Corbin (2012) was used. Results : From the teachers' testimonies, it was found that their training experiences were marked by the motivations for choosing to be a teacher, their insertion in the teaching community and the awareness of their role as educators. Conclusions : It was concluded that the process of becoming a teacher is characterized by unique sociocultural experiences, in which relationships with others have been crucial for the constitution of oneself as teaching professionals.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007220","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: For years, scholars have been studying possibilities for science teaching. Science Clubs became an alternative since they are spaces around collective interests. Objectives: How is the discursive textual analysis method configured in a blended process, given its three analytical stages, supported by the IRaMuTeQ software? The objective was to present, in full, the discursive textual analysis method, supported by the IRaMuTeQ software, to understand the blended procedure that includes the analytical stages. Design: The research approach is qualitative. The global corpus is based on four dialogues about the universe of Science Clubs. Setting and participants: The participants are two researchers with extensive experience. The information analysed is four dialogues about Science Clubs. Data collection and analysis: There were five meetings lasting approximately 120 minutes each. The analysis method adopted is the discursive textual analysis, supported by the IRaMuTeQ software. In the software, the baseline analysis was descending hierarchical classification. Results: The emergence of five intermediate categories was identified, and it is possible to observe, as the main result, from the subcorpus analyses, the recognition of the composition of each intermediate category by other five to seven initial categories. Conclusions: The subcorpus analysis procedure is vital for understanding the constructions of each emerging intermediate category, configuring itself as an advanced level of understanding of categorisation. Thus, we concluded that the discursive textual analysis, with software support, is a blended analysis process.
{"title":"Discursive Textual Analysis & Iramuteq: Potentials of the Blended Process","authors":"Valderez Marina do Rosário Lima, Marcelo Prado Amaral-Rosa, Maurivan Güntzel Ramos","doi":"10.17648/acta.scientiae.6994","DOIUrl":"https://doi.org/10.17648/acta.scientiae.6994","url":null,"abstract":"Background: For years, scholars have been studying possibilities for science teaching. Science Clubs became an alternative since they are spaces around collective interests. Objectives: How is the discursive textual analysis method configured in a blended process, given its three analytical stages, supported by the IRaMuTeQ software? The objective was to present, in full, the discursive textual analysis method, supported by the IRaMuTeQ software, to understand the blended procedure that includes the analytical stages. Design: The research approach is qualitative. The global corpus is based on four dialogues about the universe of Science Clubs. Setting and participants: The participants are two researchers with extensive experience. The information analysed is four dialogues about Science Clubs. Data collection and analysis: There were five meetings lasting approximately 120 minutes each. The analysis method adopted is the discursive textual analysis, supported by the IRaMuTeQ software. In the software, the baseline analysis was descending hierarchical classification. Results: The emergence of five intermediate categories was identified, and it is possible to observe, as the main result, from the subcorpus analyses, the recognition of the composition of each intermediate category by other five to seven initial categories. Conclusions: The subcorpus analysis procedure is vital for understanding the constructions of each emerging intermediate category, configuring itself as an advanced level of understanding of categorisation. Thus, we concluded that the discursive textual analysis, with software support, is a blended analysis process.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154354","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 : 2023-06-07DOI: 10.17648/acta.scientiae.7612
Sri Rahayuningsih, K. Kartinah, Muhammad Nurhusain
Background : Creative thinking skills significantly affect the learning process's success. Improving higher-order thinking skills requires wise consideration of learning techniques and a commitment to an active and learner-centered learning environment. Objectives : The objective of this research is to explore the creative process of children when playing games using coding skills . Design: This study employed a mixed-methods approach to data collection, combining semi-structured and comparison methods. Setting and Participants : The research sample consisted of 20 five-grade students (twelve boys and eight girls) from SD Negeri 149 Tokinjong, Sinjai Regency. Data collection and analysis : Descriptive statistics and the N-Gain test were used to analyse participants’ creative thinking pre-and post-test scores. Interview analysis was performed through data reduction, data display
{"title":"Students’ Creative Thinking Stages in Inquiry-Based Learning: A Mixed-Methods Study of Elementary School Students in Indonesia","authors":"Sri Rahayuningsih, K. Kartinah, Muhammad Nurhusain","doi":"10.17648/acta.scientiae.7612","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7612","url":null,"abstract":"Background : Creative thinking skills significantly affect the learning process's success. Improving higher-order thinking skills requires wise consideration of learning techniques and a commitment to an active and learner-centered learning environment. Objectives : The objective of this research is to explore the creative process of children when playing games using coding skills . Design: This study employed a mixed-methods approach to data collection, combining semi-structured and comparison methods. Setting and Participants : The research sample consisted of 20 five-grade students (twelve boys and eight girls) from SD Negeri 149 Tokinjong, Sinjai Regency. Data collection and analysis : Descriptive statistics and the N-Gain test were used to analyse participants’ creative thinking pre-and post-test scores. Interview analysis was performed through data reduction, data display","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129029","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 : 2023-06-07DOI: 10.17648/acta.scientiae.7097
R. Lefrida, T. Siswono, A. Lukito
Background : The derivative is an important concept in mathematics and therefore understanding the derivative concept play an essential role. However, it has been found that s tudents' understanding of derivative is still below expectation. The reason is that they cannot explain parts that has not been understood. They has just stated that they forgot or did not understand without any detail explanation. This shows that the provided explanation which is given by students does not support the cognitive process. To overcome this situation, we need to understand how the cognitive processes that lead to such understanding. One simple tool that allows for this purpose is the theory of commognition. Objectives : This study aims to describe how the field-independent students understand the derivative concept viewed from the perspective of commognition theory. Design : This type of research is descriptive with a qualitative approach. Setting and Participants : Three participants were selected from 41 students of an undergraduate mathematics education program in a state university through a cognitive style test. Data collection and analysis : Task-based interviews and a focused group discussion were used for data collection. Results : The analysis results show that not all commognitive were arising during the students' understanding process. The Keywords Subject arise in the use objective phase. Writing symbols, mentioning symbols and showing symbols with hand movements are all as the visual mediators.
{"title":"Exploring The Field-Independent Student’s in Understanding Derivative Concepts: A Case of Commognitive Perspective","authors":"R. Lefrida, T. Siswono, A. Lukito","doi":"10.17648/acta.scientiae.7097","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7097","url":null,"abstract":"Background : The derivative is an important concept in mathematics and therefore understanding the derivative concept play an essential role. However, it has been found that s tudents' understanding of derivative is still below expectation. The reason is that they cannot explain parts that has not been understood. They has just stated that they forgot or did not understand without any detail explanation. This shows that the provided explanation which is given by students does not support the cognitive process. To overcome this situation, we need to understand how the cognitive processes that lead to such understanding. One simple tool that allows for this purpose is the theory of commognition. Objectives : This study aims to describe how the field-independent students understand the derivative concept viewed from the perspective of commognition theory. Design : This type of research is descriptive with a qualitative approach. Setting and Participants : Three participants were selected from 41 students of an undergraduate mathematics education program in a state university through a cognitive style test. Data collection and analysis : Task-based interviews and a focused group discussion were used for data collection. Results : The analysis results show that not all commognitive were arising during the students' understanding process. The Keywords Subject arise in the use objective phase. Writing symbols, mentioning symbols and showing symbols with hand movements are all as the visual mediators.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660896","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 : 2023-06-07DOI: 10.17648/acta.scientiae.7452
Kleberson Almeida de Albuquerque, Danielle Rodrigues Monteiro da Costa
Background: In the face of investigations on how Amazonia is presented in textbooks (TBs), it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes disregarding socio-environmental issues. Objectives: To understand how teaching knowledge is mobilised by teachers from a formative activity centred on investigative teaching sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who worked in the initial years of elementary school of this institution, a total of five teachers, aged between 28 and 49 years. They are the only members of the teaching staff serving the eight classes at the school, in the morning and afternoon shifts, all with a background in pedagogy and at least one specialisation. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analysed through content analysis, carried out in three stages: 1 - Pre-analysis, 2 - Exploration of the material and 3 – Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilisation of teaching knowledge in the construction of Investigative Teaching Sequences (ITSs) aimed at the Amazon context, as a viable alternative, since textbooks disregard the reality of Amazonia, making it invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of inquiry-based science teaching through ITSs focused on the Amazonian context favours overcoming this regional neglect. Therefore, teachers and students can start with an investigative process that takes into account relevant and significant themes for both.
{"title":"Inquiry-Based Science Teaching and the Development of Teaching Knowledge in Amazonia","authors":"Kleberson Almeida de Albuquerque, Danielle Rodrigues Monteiro da Costa","doi":"10.17648/acta.scientiae.7452","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7452","url":null,"abstract":"Background: In the face of investigations on how Amazonia is presented in textbooks (TBs), it is clear that there is a limitation in approaching this topic, as it is loaded with stereotypes disregarding socio-environmental issues. Objectives: To understand how teaching knowledge is mobilised by teachers from a formative activity centred on investigative teaching sequences in the Amazonian context. Design: With this in mind, we started with an action research. Setting and Participants: It took place in a municipal school in Ananindeu/PA, with the participation of all teachers who worked in the initial years of elementary school of this institution, a total of five teachers, aged between 28 and 49 years. They are the only members of the teaching staff serving the eight classes at the school, in the morning and afternoon shifts, all with a background in pedagogy and at least one specialisation. Data collection and analysis: We used semi-structured collective interviews, recorded in audio and video, which were later transcribed and analysed through content analysis, carried out in three stages: 1 - Pre-analysis, 2 - Exploration of the material and 3 – Treatment of results and interpretation, based on the theoretical framework adopted in the investigation Results: We understand the mobilisation of teaching knowledge in the construction of Investigative Teaching Sequences (ITSs) aimed at the Amazon context, as a viable alternative, since textbooks disregard the reality of Amazonia, making it invisible throughout its entirety complexity. Conclusions: In this sense, the proposition of inquiry-based science teaching through ITSs focused on the Amazonian context favours overcoming this regional neglect. Therefore, teachers and students can start with an investigative process that takes into account relevant and significant themes for both.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065021","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 : 2023-06-06DOI: 10.17648/acta.scientiae.7642
Hugo Parra-Sandoval, Adelso Gustavo Perdomo Hernández, Gabriela Prieto
Background: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis : Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions: The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer.
{"title":"Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions","authors":"Hugo Parra-Sandoval, Adelso Gustavo Perdomo Hernández, Gabriela Prieto","doi":"10.17648/acta.scientiae.7642","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7642","url":null,"abstract":"Background: An episode developed within the framework of a training process for primary school teachers is presented, based on a previous diagnosis where, among other shortcomings, those related to the subject of fractions and their teaching were detected. In this context, a set of interactions between the participants and two mathematics teacher educators take place, based on an error related to this theme. Objectives: To analyse the types of interactions promoted by two mathematics teacher educators from the appearance of an error in the context of a continuous training program for primary school teachers. Design: Naturalistic research of a qualitative-ethnographic nature. Scope and participants: Two mathematics teacher trainers and teachers of the second stage of primary school (9-11 years old) belonging to an educational network that offers its services in disadvantaged sectors. Data collection and analysis : Sixteen hours recorded on video were observed and analysed from two categories with their respective properties; each category characterises a type of interaction. Results: The information collected shows a different type of interaction on the part of each of the two mathematics teacher educators when an error appears about the fraction and its teaching. Conclusions: The two types of interactions that are evident in a different way in each one of the trainers, show that the characteristics proposed by an initial, continuous or professional development training program are marked by the types of interactions promoted by the trainer.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162834","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}
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