Formação continuada de professores que ensinam matemática: um olhar para o campo conceitual das estruturas aditivas

This study found an association between BMI outcome at first year of primary school education and sex, birthweight and breastfeeding status in a cohort of children in the North-West of Ireland. The majority of parents did not express concern related to their child's growth at first year of primary education. •One in every four children in Ireland are classified as having overweight or obesity. •Birthweight and breastfeeding status are factors known to be associated with weight status in childhood. •This study investigated whether there was an association between sex, birthweight and breastfeeding status andthe BMI outcome of a cohort of Irish children in their first year of primary school education (median age: 5.2years). •This study also included an exploration of parents concern related to their child's growth at first year of primaryschool education.

We aimed to estimate the prevalence of risk for developmental and behavioural problems for children in their first year of full-time primary education in the Australian Capital Territory (ACT). We conducted an analysis of the 2014-2017 Kindergarten Health Check (KHC), an annual series of complete enumeration surveys of all children in their first year of full-time primary education in the ACT. Risk for developmental and behavioural problems was determined using the Parents' Evaluation of Developmental Status (PEDS) questionnaire. 19 414 children (mean age 5.56 years; 51.4% boys; 2.3% Aboriginal and Torres Strait Islander; 18.4% quintile of greatest relative disadvantage) who participated in the 2014-2017 KHC were included in the study (87%). More than half of ACT children in their first year of primary education had low/no developmental risk identified through the PEDS questionnaire, with 1 in 10 at high risk. Those more likely to have a high risk PEDS score were boys, those from the areas experiencing relative disadvantage, and Aboriginal and Torres Strait Islander children. While we can identify children at risk through screening, the greater challenge remains to identify and address the underlying causes of healthy inequalities, even within highly socioeconomically advantaged communities.

A administração pública tem como intuito o alcance de suas metas com a aplicação mínima de dispêndios públicos. Comparar os resultados obtidos e os respectivos investimentos financeiros empregados favorece a construção do processo decisório eficiente, como também a racionalização do uso dos recursos do fundo público. Na presente artigo buscou-se avaliar, por meio da aplicação da técnica de Análise Envoltória de Dados – DEA com orientação para output, a eficiência dos gastos públicos em educação nos Anos Iniciais e Finais do Ensino Fundamental na região Seridó do Rio Grande do Norte, elencando quais municípios aparecem como eficientes na execução de seus dispêndios com educação para o período de anos entre 2008 a 2015. As análises indicaram que 84,6% dos municípios pequeno porte 1 foram eficientes em alguns biênios das análises do Ensino Fundamental nos Anos Iniciais, e 46,1% tiveram seus desempenhos considerados eficientes nos Anos Finais em, no mínimo um dos biênios. Nas avaliações do Ensino Fundamental nos Anos Iniciais e Finais dos municípios de pequeno porte 2 obteve-se semelhança entre os scores de eficiência para as unidades nos intervalos dos Anos Iniciais e diferença entre os desempenhos apenas nas análises dos Anos Finais que possibilitou a identificação da DMU presente na fronteira de eficiência.

The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need to investigate student-initiated involvement, this case study examined six to seven-year-old children’s views and ideas of using digital technology in school lessons through drawings and interviews. The results show that some of the students did not share the idea of using digital technology in their school lessons but most of the students did. In particular, the students expected digital devices to be used for learning, not for entertainment. Furthermore, their ideas reflected teacher-centred and student-centred approaches to learning digital competence. The study demonstrates that young students’ drawings and interviews reflect a range of important aspects in respect to teaching and learning digital competence.

The acquisition of writing skills requires a whole academic lifetime, but students should already reach acceptable levels of proficiency in compulsory education. This research article examines the beginner, intermediate and advanced levels of writing skills in the Spanish educational system. It compares the development of knowledge and its associated difficulties in different school years by interviewing 40 students from the even years of primary and secondary education. This study follows the theoretical framework of Hayes and Flower (1980), as amended and restated by Hayes (1996). After classifying the students’ statements based on the theoretical model used, descriptive and correlational analyses were applied. They revealed an unexpected stagnation, depending on the level, with important educational implications. The first instance of stagnation is seen during the intermediate years of primary education; the second one is observed during subsequent years, which means the expected development does not take place. However, even with this limitation, the students showed a greater evolution in the development of writing competencies than in the overcoming of difficulties and deficiencies. Generally, the development in writing operations does not correlate with the overcoming of difficulties and shortcomings. We identified some expected correlations in isolated cases (the greater the skills, the smaller the difficulties), but surprisingly the opposite was also true (the greater the skills, the greater the difficulties). The educational implications are obvious and important. Not only should schools further develop the students’ writing patterns throughout the primary and secondary years in order to improve their writing skills, they should also work towards mitigating the common deficiencies and difficulties. Keywords: writing, basic education, progress, difficulties.

Purpose– The purpose of this paper is to address a gap in operations management empirical research through the use of diffusion of innovation (DOI) theory to develop further insight into patient flow and bed management, a problem that has been taxing healthcare organizations across the world.Design/methodology/approach– The study used an action research (AR) approach and was conducted over an 18-month period within an acute hospital in the north east of England. Data were generated through enacting AR cycles, interviews, participant observation, document analysis, diaries, meetings, questionnaires and statistical analysis.Findings– The research conducted within this study has not only led to practical outcomes for the hospital in terms of the successful adoption of a new patient flow system but has also led to new knowledge about the determinants of diffusion for technological and process innovations in healthcare organizations which are complex and highly political.Research limitations/implications– AR is not suited to all organizations and is most appropriate within those that are culturally attuned to participative and democratic ways of working. The results from this study are not generalizable but some similar organizations may see merits in this approach.Social implications– The AR approach has supported the hospital in adopting the new system, PFMS. This system is helping to improve the quality of patient care, providing facilities to support the work of clinicians, aiding timely discharge of well patients back into the community and saving the hospital money in terms of not needing to open emergency “winter” wards.Originality/value– From an operations management perspective this work has demonstrated the potential to bring theory, in this case DOI theory, and practice closer together as well as show how academic research can impact organizations. Local-H intends to continue developing its AR approach and take it into other systems projects.

The learning of scientific and technological subjects is fundamental in the society of the 21st century. However, a gender gap is detected in the choice of degrees in these subjects. Recent studies indicate the need to take action from the primary education stage to increase student motivation towards these disciplines. We worked with a sample of 147 students in the final years of Primary Education. SRL and serious games were applied in initial tasks to computer programming. The objectives were to study the influence of gender, environment and academic level variables on the results in the resolution of initial programming tasks and on student satisfaction with their completion. The mean level of results in these tasks was high (8 out of 10). However, significant differences were found for gender, academic level, and the covariate age. With respect to satisfaction, no significant differences were found except in the continuity of work. The use of SRL and serious play tasks promotes good levels of performance and satisfaction in all students, although differences in favour of the male gender are detected.

This paper investigates whether sustainability consciousness is already developed in the final years of primary education. The study involved n = 1532 students in grades 5 and 6 from n = 48 primary schools in the Epirus region of Greece during the 2024–2025 school year. To assess their knowingness, attitudes, and behaviors related to sustainable development, we used the Sustainability Consciousness Questionnaire, which was reverse-translated into Greek and tested in a pilot study for age appropriateness. Reliability was examined, and all three subscales—knowingness, attitudes, and behavior—showed statistically significant positive correlations. Students generally reported high levels of sustainability consciousness, with girls consistently scoring higher across all categories. The findings highlight the potential to foster sustainability-related values and practices early in education, providing original evidence from Greek primary schools and expanding the instrument’s international use among younger learners.

Reluctant readers in their final years of primary education are in danger of entering adult life functionally illiterate – with all the risks that this brings. Georgina Jones looks at what parents can do and offers teachers some ideas for use in class

This study is based on the following principles: (i) the ethnographic observation of writing texts in the final years of Primary Education, (ii) the main models of understanding and producing texts, and (iii) the linguistic and textual regularities of expository or academic texts. The main findings are that practicing to write the most frequently used texts in the school setting, has clearly made the students more reflective, and has encouraged them to produce these texts. Furthermore, this work increases their motivation to write when it is integrated into the students’ daily activities.

In this paper, we argue that the tripartite account of action research as either technical, practical, or critical-emancipatory does not exhaust the possibilities for conducting educational action research. To broaden the scope, we present an outline for a new action research approach within the field of education: Phenomenologically Grounded Action Research (PGAR). With inspiration from recent developments within the fields of action research and phenomenological approaches to qualitative research, our aim is twofold: Firstly, we seek to expand existing action research orientations so that they cover educational aspects that we find to be missing in contemporary action research approaches, especially the pre-reflective and embodied realm of being. Secondly, we aim to bring phenomenological concepts into action research, while ensuring they remain distinctive and practically relevant within the field of education. This presents an opportunity for educators and researchers to enhance their understanding and guidance of students’ pre-reflective experiences, embodied knowledge, and modes of being-in-the-world. Thus, the PGAR approach enables a shift in focus from educational change grounded in socio-critical structures to existential and experiential change grounded in lived and pre-reflective experience.

Learning to resuscitate at school. Study in 8-12 year-old schoolchildren

Computational thinking through unplugged activities in early years of Primary Education

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report on the two workshop. Events for high school students or students of elementary school in altering configurations and with different aims are a regular component of modern university teaching portfolio. The importance of events that supplement regular classes on all levels of school education increases constantly. In order to support and encourage interested students and to attract prospective university students the universities and the schools organize events such as open days, information sessions, workshops etc. When planning an event of the above type, it is a natural question, which topic should be discussed and which teaching methods should come into play. In the case of a workshop for high school students at the university the topic should give an insight into academic life. In addition, the university teaching and learning concepts should be applied during the workshop in order to give the participants also an insight in their prospective st udent life. In the case of a course at high or elementary school, the topics covered by the usual curriculum should be supplemented and the participants should be challenged according to their personal level of performance−possibly in contrast to regular classes. In order to meet the above objectives, a workshop must include exercise sessions in which the students work on questions individually or in small groups. The level of support during these exercise sessions must vary from intensive discussions to no support at all. Exercises form a substantial part of mathematical studies, in particular homework which has to be done without any assistance from a teacher is indispensable for mathematics education. The choice of a suitable topic, on the one hand challenging and on the other hand not of unreachable difficulty, in combination with the design of a workshop concept with the above features is a non-trivial task for the designated organizer. This paper is based on two different events which the author organized in 2006 and 2010: In Section 4 we report on a workshop for students of elementary school in their third or fourth year of primary education which was part of a program initiated by a regional group of the German Association for Highly Talented Children (DGhK-OWL). The second event, on which we report in Section 4, was a workshop for high school students in their seventh or eighth year of primary education. It was carried out in the context of the Girl's Day 2010 and took place at the University of Paderborn. In Section 3 we present the prototype of a workshop on naive set theory based on the aforementioned events. Before this, we outline our motivation for this topic in the context of student workshops in Section 2 below.

This work shows how 266 students in the 6th year of Primary Education and the 1st year of Secondary Education pose additive problems with integers based on two questions raised from the abstract and number line dimensions. Transfers from these two dimensions to the contextual dimension are studied, depending on the propositional structure of the problem, the type of model used, and its semantic structure. The problems posed reproduce the ones worked on in class and are, for the most part, problems of change that use displacement models with little contextual variety. The results in 1st year of Secondary Education do not exceed those obtained in the 6th year of Primary Education, which indicates that the formulation of problems does not develop spontaneously, and that greater knowledge does not imply a better understanding of the connections of contextual situations with operations and with the number line. From the results it is inferred that problem posing is a skill that improves understanding and problem solving, stimulates curiosity, motivation and creativity, and, therefore, it is necessary to design a specific instruction to improve this.