Elementary School Years Research Articles

Mobile devices integrated into Mathematics teaching practice: contributions emerging from continuing training

This article presents the investigation of a Continuing Training course for Mathematics teachers in the final years of Elementary School, with a view to integrating mobile devices into teaching practice. In the theoretical framework, Digital Technologies, Didactic Sequences and the Technological model were addressed. Pedagogical Content Knowledge. The general objective of the research was to investigate the contributions of a continuing education course for the integration of mobile devices in the teaching practice of Mathematics teachers. As a result, it was found that the main contributions of the course to the participants' teaching practice refer to the expansion of their Knowledge about applications that address mathematical content, increasing teachers' confidence in integrating mobile devices, and the expansion of teachers' vision regarding the integration of technological resources, resulting from the sharing of experiences and the study of the theoretical basis covered during the course.

“By Any Means Necessary”: A Case Study Examining How School Leaders Facilitated Community Connectedness in the Early Years of Elementary School

ABSTRACT Elementary school principals play a central role in inducting families into their school communities. As early childhood programs, such as prekindergarten, increasingly become part of elementary schools, this role is expanding. Yet, principals often struggle to establish and maintain such relationships, particularly with many of the historically disenfranchised communities that prekindergarten programs are often designed to serve; these struggles are troubling because success in the early years of schooling can lead to sustained and positive impacts for students as they progress through schooling. Furthermore, few studies have investigated this issue. In this article, we do so by employing Yosso’s Communities of Cultural Wealth to examine how a collection of principals working in Texas described their interactions with the children and families as they entered the early grades of their schools and what these principals hoped these children and families would gain from their early childhood education programs. Our findings revealed strengths and growth areas in their descriptions of fostering the cultural wealth of the children and families entering their schools, which provides an opportunity to consider how to support and train principals as well as the structural changes that need to be addressed to support principals in these activities.

Audiences of visits scheduled to the Museu de História Natural e Jardim Botânico of the Universidade Federal de Minas Gerais: contributions from records to museum management

The text presents an analysis of records of scheduling group visits to the Museu de História Natural e Jardim Botânico da Universidade Federal de Minas Gerais - Natural History Museum and Botanical Garden of the Federal University of Minas Gerais (MHNJB-UFMG) in the years 2018 and 2019. As a research source, records from the area of scheduling of the Educational Sector. From the analysis undertaken, it was possible to highlight the profile of these groups, requested educational itineraries and visit objectives. The data collected was categorized, organized, processed and interpreted. The results indicated that 86.8% of the institutions that requested the visit carried it out. The greatest demand for the MHNJB-UFMG is from schoolchildren, 86.1%, with emphasis on public education institutions and students enrolled in the initial years of Elementary School. Most scheduled groups come from the Metropolitan Region of Belo Horizonte and the most requested educational itinerary was the Circuito História Natural - Natural History Circuit. Within the scope of non-school institutions, the private sector segment was the one that most attended. School visits are concentrated from Tuesdays to Fridays. The data collected is useful for the management of the MHNJB-UFMG, as it makes it possible to review registration processes and highlight possible demands to propose actions aimed at these visitors, after knowing their motivations and expectations when making the appointment.

심리사회적 학교환경에 대한 인식이 학생의 성장에 미치는 영향

Purpose: This study analyzed whether the psychosocial school environment mitigates the detrimental effects of poverty and influences students' initial cognitive (Korean, math, and English grades) and emotional (self-esteem) development during elementary school, as well as their growth trajectories throughout middle and high school. Methods: This study used longitudinal data from the same cohort of students surveyed at three intervals: elementary, middle, and high school spanning a six-year period from 2015, to 2018 and 2021. Data were obtained from the Korea Welfare Panel Study Supplementary Survey on Children.Analysis was conducted using the Multilevel Growth Model to examine the cognitive and emotional development trajectories of students throughout their elementary, middle, and high school years. Results: In terms of cognitive development, the study found that teacher support within the psychosocial school environment positively influenced the growth rate of Korean language subject grades. Regarding emotional growth, factors such as teacher support, school atmosphere, and peer relationships within the psychosocial school environment all exhibited significant positive effects on the initial levels of self-esteem among elementary school students. Additionally, the school atmosphere positively impacted the growth rate of self-esteem. The negative impact of poverty was often diminished or mitigated with the inclusion of variables such as students’ learning attitudes and parental educational involvement and supervision. Furthermore, with the additional inclusion of psychosocial school environment variables, the adverse effects of poverty almost completely disappeared. However, the influence of poverty persisted, manifesting as a negative impact on the initial scores of English subject grades. Conclusion: The psychosocial school environment can positively contribute to students' cognitive and emotional development. Particularly, teacher support has a positive impact on both the cognitive and emotional growth of students, and school climate and peer relationships are positively associated with emotional development. Therefore, efforts should be made in schools to strengthen teacher support, and to foster a positive school climate and peer relationships, aiming for a positive direction in cognitive and emotional development.

O PROCESSO DE ALFABETIZAÇÃO NO 3° ANO DO ENSINO FUNDAMENTAL

The present research was outlined in literacy in the 3rd year of elementary school: an analysis of challenges faced by the family and post-pandemic pedagogical strategies. The objective was to present the challenges faced by the family and pedagogical strategies in the post-pandemic literacy process, in the 3rd year of Elementary School. The work unfolds in three points. First, the pandemic and post-pandemic scenario is presented. In the second and third points, they analyze, based on data collected through the application of questionnaires with the families of students in a 3rd grade class of a public school in Cascavel-PR, about the family's perception regarding literacy and the challenges faced during the pandemic, and the post-pandemic pedagogical strategies. It reflects on the importance of the mediation of the teacher and the school as an educational institution in the teaching-learning process, especially for students in the literacy phase.

Multilingual use assessment questionnaire: a proposal for assessing language and literacy experience

The linguistic profile of multilingual individuals can vary significantly due to diversity in linguistic experience. This poses challenges for language researchers, educators, and clinical practitioners. We developed a Multilingual Use Assessment Questionnaire (MUAQ) to capture the heterogeneous nature of multilinguals profiles integrating three dimensions: self-assessment of language(s) competence, language(s) use for mental operations, and language(s) use in different contexts. The questionnaire was administered to bilingual Catalan/Spanish children and adults across three educational levels: elementary school (year 6), secondary school (year 10), and university level. The application of the MUAQ revealed that Catalan/Spanish bilinguals displayed variations in their self-assessed proficiency based on the type of linguistic activity required by each language. While high bilingual competence was concentrated in oral comprehension, production skills exhibited lower bilingual competence and a strong asymmetry between languages emerged in writing. Also, more pronounced preferences for one language were observed for Thinking and Counting. Whereas Catalan (the language of schooling) was more frequently preferred for Counting, a more multilingual approach was observed for Thinking. A significant heterogeneity was also evident in the language(s) used in different contexts, with each third of the study population demonstrating distinct patterns of linguistic behavior depending on the context. An Exploratory Factor Analysis (EFA) identified two key dimensions (linguistic competence skills and languages involved in mental operations) that accounted for a substantial portion of the variance, while the third dimension (language use in different contexts) bifurcated into situational/communicative vs. personal contexts. These results endorse multidimensional approaches for a comprehensive understanding of multilingualism.

Global Challenges in Elementary Qur’an Memorization

Memorizing the Qur’an is a significant religious achievement, especially during elementary school years. However, students at SD Muhammadiyah 1 Sedati face difficulties in this regard. This study explores these challenges, focusing on factors like age, academic workload, and family support. Through qualitative methods including interviews and questionnaires, it was found that these factors significantly affect students' cognitive abilities and comprehension of the Al-Quran text. The study aims to provide insights for educators, parents, and policymakers to improve Qur’an learning at the elementary level, thus enhancing students' religious achievements and overall development. Highlight: Age, workload, family impact memorization. Understanding challenges crucial for improvement. Insights enhance religious achievements and development. Keywords: Qur’an memorization, elementary school, challenges, religious education, Muhammadiyah 1 Sedati.

Evaluating the Use of Hypothetical 'Would You Rather' Scenarios to Discuss Privacy and Security Concepts with Children

Children are exposed to technology at home and school at very young ages, often using family mobile devices and educational apps. It is therefore critical that they begin learning about privacy and security concepts during their elementary school years, rather than waiting until they are older. Such skills will help children navigate an increasingly connected world and develop agency over their personal data, online interactions, and online security. In this paper, we explore how a simple technique---a ''Would Your Rather'' (WYR) game involving hypothetical privacy and security scenarios---can support children in working through the nuances of these types of situations and how educators can leverage this approach to support children's privacy and security learning. We conducted three focus groups with 21 children aged 7-12 using the WYR activity and interviewed 13 elementary school teachers about the use of WYR for facilitating privacy and security learning. We found that WYR provided a meaningful opportunity for children to assess privacy and security risks, consider some of the social and emotional aspects of privacy and security dilemmas, and assert their agency in a manner typically unavailable to children in an adult-centric society. Teachers highlighted connections between privacy and security dilemmas and children's social and emotional learning and offered additional insights about using this WYR technique in and beyond their classrooms. Based on these findings, we highlight four opportunities for using WYR to support children in engaging with privacy and security concepts from an early age.

Despatriarcalização do currículo e as abordagens de gêneros e sexualidades: relato de experiência em um espaço educativo do Nordeste

In recent years, the school curriculum has become a territory of dispute between conservatives and progressives. The tension was heightened when educators inserted debates on genders, sexualities and human diversity into basic education. Attempts to deconstruct the heteropatriarchal curriculum are still timid in Brazil. This is justified by the intensified political upsurge in the period from 2016 to 2022. The legitimization of persecution of education professionals contributed to many retreating from the discussion of gender and sexual diversity issues. However, the struggles attributed to the permanence of the debates were responsible for the construction of a school that was more affectionate and welcoming of diversity. Understanding the importance of this fight for a welcoming curriculum motivated the writing of the article. The objective of the text is to reflect on the perceptions observed during the lecture entitled Inclusions and Diversities. The lecture took place on July 7, 2022, in a public school in the state of Ceará and its target audience was students in the 9th year of elementary school. As a result, the importance of these debates for students was verified: (1) who suffer prejudice for dissenting from normalized sexuality; (2) the reproduction of heteropatriarchy in the school environment; (3) institutionalized violence in society; (4) silencing in the face of LGBTQIAPNphobia.

AGE-GRADE DISTORTION

This article, which has the theme of age-grade distortion, presents the results of a documentary research and a qualitative approach, with the aim of analyzing the age-grade distortion rates of students in the final years of elementary school in the state network of Roraima and the actions implemented by the Department of Education and Sports (SEED) to meet this demand. The collection of data on school flow indicators was carried out in documents published by INEP and QEdu, with an analysis of the historical series of the School Census of the years 2017, 2018 and 2019 and information on the actions implemented by SEED, to assist students that make up this group, were obtained from publications on the official websites linked to that body. Results show that, although the age-grade distortion indicator shows a reduction, it is still present in both urban and rural state schools in the 15 municipalities of Roraima. Notwithstanding, the collection of data on the actions implemented by SEED has been limited to electronic media disclosures, it was found that actions are developed to reduce dropout, repetition and dropping out of school, such as the active search of students, the realization workshops and training courses for teachers working in flow correction classes.

Novice Teachers and Student Attendance in Early Elementary School

Student absenteeism in the earliest years of elementary school has been linked to a range of negative outcomes. Though the literature has examined numerous factors that are associated with children missing school, the role of teachers—especially at the early elementary level—has not been well understood. Given that students spend the majority of their time in elementary school with one teacher in a single classroom, a large component of early elementary school is underexplored, and our understanding of absenteeism remains incomplete. In this vein, we looked into whether having novice versus more experienced teachers was linked to the frequency of student absenteeism in the earliest years of school. Using a national dataset including repeated observations of students in grades K-2, we found that novice teachers have students with fewer absences and a lower probability of being chronically absent. There were no differences in the outcomes of novice teachers as a function of child nor classroom characteristics. Implications for policy and practice are discussed.

Aspects of regional history Ilhéus-BA as a source of content for the teaching of physics

In this article, we recover the history of an old hydroelectric power station in the rural area of the city of Ilhéus - BA through documentary analysis and interviews. We go on to offer suggestions for working with physics and technology concepts for elementary school science teachers, which can also be extended to high school physics. Although the content is of great regional relevance, our idea can be used to study relevant information for science teaching in other locations. We based our study on the CTS (Science, Technology and Society) approach to science teaching. The perspective we adopted emphasizes scientific literacy with a view to citizenship, against the backdrop of the social importance of the subject. We also draw attention to the recovery of the history and culture of a region for the teaching of physics and technology within this framework. Finally, we suggest strategies for teaching physics in accordance with the PCN (National Curriculum Parameters) for Natural Sciences for the final years of elementary school.

The school is also samba: art teaching as an experience and construction of a decolonial learning process

This article discusses a teaching experience, in the teaching of Art, with students in the 9th year of Elementary School II, at the Escola Municipal Professor Waldson José Bastos Pinheiro, in the community of Vale Dourado, in the neighborhood of Nossa Senhora da Presentação, a school from the public network in Natal (RN). It analyzes Samba as an object of study from the perspective of decolonial learning, identifying how African dances influenced Brazilian culture and, in particular, the theme in question. It problematizes the political-social ills inherited from colonialist exploitation in Brazil and points to the legitimization of cultural manifestations of African origin as actions of resistance and construction of knowledge and learning. The theoretical basis with which we work is based on Freirean pedagogy (FREIRE, 1998); as well as, from the perspective of resuming the “triangular approach” (BARBOSA, 2010) as an epistemological basis. For reflections regarding the teaching of dance practice, Vieira (2007) and Marques (2003) are used. In the historical-social contextualization of the theme in an anthropological and sociological perspective of the Brazilian body, the African rhythm and diversity, the materiality of this rhythm and its relationships, the basis is sought in Sodré (1998).

Evaluation of a didactic sequence proposal based on technoteaching applied in basic education

Faced with the problem of expository classes contributing little to student learning, a Didactic Sequence (SD) proposal was developed that promotes student protagonism in the construction of knowledge. The objective is to evaluate the proposal of this SD, based on the theoretical assumptions of Technoteaching, in view of the development of Digital Authorial Educational Materials (MADEs), making use of a digital technological artifact by Basic Education students. The intervention research, based on Design Based Learning (DBR), analyzed the application of two SD linked to Statistics and English Language content with students in the 2nd year of High School and the 5th year of Elementary School, respectively, based on the predicted SD model. It was found that the proposal was favorable in terms of quality, promoting the learning of the students involved.

Measuring gender in elementary school-aged children in the United States: Promising practices and barriers to moving beyond the binary.

How gender identity is assessed directly shapes how students are supported in elementary schools in the United States. Despite the existence of gender diversity, calls for more inclusive science, and recommendations from national research associations and societies to incorporate and emphasize the voices of individuals with diverse gender identities, most studies exploring gender disparities in education have relied heavily on the assumption of a gender binary. As a result, the omission of diverse gender identities from educational research in the elementary years is troubling. To address this area of need, the current article summarizes the opportunities for and constraints surrounding inclusive evaluation of gender identity in the elementary school years. We begin with a brief review of common methods used to assess gender identities for children in elementary school, including the strengths and limitations of each. We next contextualize these measures by outlining the current state-level barriers to including diverse gender identities in assessments of gender. In highlighting the best available practices and the structural systems of oppression realized through state-level policies that perpetuate an inability to represent student voices across the gender spectrum, we conclude with a call to action to inspire the evolution of best practices in the service of all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Playfulness in Mathematics Teaching in the 5th Grade of Elementary School at Tereza Lemos de Oliveira Santos State School in Atalaia do Norte-AM Municipality

The purpose of the present work is to verify if the teaching of mathematics can become interesting for the students of the 5th year of Elementary School, through the playfulness with the use of mathematical games. In this context, mathematical games: contig 60, multiplication domino, division marathon and integer race, emerged as an educational process, with the aim of promoting teaching and learning through play. As a methodology of qualitative documentary approach, a questionnaire was applied to find out the students’ level of learning, right after, there was a class on the contents of addition, subtraction, multiplication and division. As a complement, the games mentioned above were applied. When the questionnaire was applied again, there was a great improvement in the level of learning of the students in this 5th grade class, in relation to the four basic operations of mathematics. Thus, it can be noted that the use of games enabled the construction of students’ knowledge, thus awakening creativity, logical reasoning and their motor skills. Also, through these activities, a greater interest and curiosity in learning mathematics was noticed in the students.

Biosongs: enhancing cognition and emotional development through an active teaching-learning method in biosciences

Cultivating an innovative approach to education, the use of music as a teaching-learning method in Biosciences allows the enrichment of traditional pedagogy and nurtures students’ cognitive and emotional development through creative expression and interdisciplinary exploration. By developing original songs inspired in bioscience topics, we applied the concept of musical intelligence developed by Howard Gardner as a teaching-learning method in science classes for the last years of an elementary school in Rio de Janeiro (Brazil). In terms of cognition development, it is known that music promotes brain plasticity and stimulates interactions between various parts of the brain. Together with the students, we developed and worked new songs about the most important themes in biosciences for the 7th, 8th and 9th years of elementary school. Aiming to (i) motivate the students, (ii) facilitate content memorization, (iii) increase concentration, (iv) promote affectivity, and (v) stimulate group working, we developed eight new songs based in the content of basic bioscience course. Those songs were repeatedly sung together with groups of students and overall evaluation identified an improvement of the five aspects evaluated. Providing active teaching-learning methods in science classes that place students as the center of the educational process can build a more playful, joyful, motivating, and welcoming environment for education in Brazil and worldwide. Running Title: Music stimulates the interest of children in biosciences

Turkana Schools in Kenya: An Analysis of the Hygiene and Sanitation Management Approach and the Completion Rates for Girls

The Kenyan government has started implementing measures to improve gender equality in the availability of basic education. Low girls' participation in basic education has been connected to factors originating from the home environment. The majority of females do not finish their eight years of elementary school, as intended by Kenyan curriculum developers. This study looked into the impact of school hygiene and sanitation practices on girls' completion rates in Turkana County. A descriptive survey research design was employed in the study. The study was carried out in a primary public school. There were 14 head teachers, 110 instructors, and 112 girls in the study's sample. The girls, teachers, and head teachers were chosen by a straightforward random sample technique. Head teachers were interviewed in order to gather data.Data was gathered via focus groups with eight girls in each group (a total of 14 discussion groups), questionnaires given to teachers, and interviews with head teachers. According to Bronfenbrenner's Ecological Systems Theory (1989), the study was conducted. The results of the study indicated that improving sanitation and hygiene will raise the percentage of females who graduate from public elementary schools in Turkana County.

The importance of physical activity in building social bonds and maintaining children's mental health

Physical activity stimulates children's ability to set goals for themselves; participate in collective activities, discussing rules, values and attitudes related to collaboration, independence, responsibility and respect for individual differences. Our work aimed to identify the main health needs of children related to mental health and sports practice. The participants in this project include students in the fourth and fifth year of elementary school, teachers and management at the Escola Municipal Professora Clary Brandão Bertoncini in the municipality of Votuporanga-SP. The educational and sporting activities carried out included identifying each participant by making a badge, chair dancing, burning, pique bandeira and object hunting; in addition to these, BMI was measured in order to classify them according to their nutritional status. In addition, the PAQ-C questionnaire was used to assess the children's sporting habits. The results showed that most of the children were underweight according to their body mass index. Their preferred sports were running, cycling and futsal, and during school breaks most of the pupils run or play intensely. In addition, it was noted that most students prefer homemade food, especially pasta. It was concluded that there is a high level of adherence to sports during school time, in which they eat a balanced and healthy diet. It was also observed that those who played more team sports found it easier to create social bonds and maintain their physical and mental health.

Perspectives on research: an analysis of the textbook Ápis (3rd year of elementary school)

This work aims to discursively analyze the use of the term “research” in Portuguese language textbooks from the first years of elementary school. Thus, as a corpus of analysis, we chose volume three of the collection for teaching Portuguese Language named Ápis, which was approved in the PNLD's 2019-2022. In addition to theoretically substantiating this work from authors of decolonial studies such as Mignolo (2020), Quijano (2007), among others, we are guided by Bakhtinian discourse studies to discuss the concept of language, as well as support the analysis of the material selected.