Final Years Of Elementary School Research Articles

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.

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 supervised curricular internship with the perspective of playfulness that can produce differentiated practices

This article presents reflections made in the ongoing master's research, linked to the Graduate Program in Mathematics Education (PPGEMAT) of the Federal University of Pelotas (UFPel), which is linked to the Research Group on Teaching and Professoralities. The aim of this work is to understand what concept of playfulness (ludicity) may be - or is present - in the initial training of mathematics undergraduates, in the subjects that precede the Compulsory Supervised Curricular Internship (ECSO). At UFPEL, the ECSO takes place in the final years of elementary school and secondary school, in local public schools. This perception is being built up through the researcher's monitoring of the subjects that precede the internship, with class regency in public schools and the monitoring of academics in teaching practice. It has already been possible to see that these future teachers have developed activities with playfulness within the space offered by the schools, from the perspective worked on in some subjects prior to the Supervised Curricular Internship. The research adopted a qualitative approach and the first analyses are demonstrating the potential of playfulness in initial training.

O DESAFIO DE SER UM PROFESSOR NO CONTEXTO EDUCACIONAL INCLUSIVO NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Understanding inclusive education as the guarantee of a human right expands the possibilities of seeing the potential of students eligible for special education services in differences. In this scenario, the profile of the teacher develops, as he/she is faced with numerous challenges in the exercise of his/her profession. In this sense, the objective of this article is to verify how pedagogical work is taking place with students eligible for special education services, in a common room in the final years of elementary school. In order to achieve the proposed objective, the chosen methodology considered a qualitative approach, by carrying out a case study, with a teacher in the final years of elementary school, in which it was carried out, for the purposes of data collection technique , a semi-structured interview using a previously established instrument, through a script of questions. The results showed the understanding that the pedagogical work carried out with students eligible for special education services in the final years of elementary school is progressing in a satisfactory and positive manner, seeking to be based on an effective partnership between a regular education teacher and a special education teacher. , in the quest to develop potential in the aforementioned students based on consideration of their specificities.

The use of mind maps as a pedagogical strategy to promote environmental education among students in the final years of Elementary School

The use of mind maps as a pedagogical strategy to promote environmental education among students in the final years of Elementary School

Research on the use and creation of paradidactic books for teaching probability in the final years of Elementary School in Brazil

The objective of this work was to systematically analyze the literature in Brazil that used or created paradidactic books for the teaching of probability aimed at the final years of Elementary School. Twelve studies were considered as results, from 2014 to 2021, and the IRaMuTeQ software was used for the multidimensional analysis from the organization in texts (corpus). Each text was prepared considering what was emphasized in the research, the methodology or methodological approach used, the context in which it was developed and the types of study and areas involved and the main results and conclusions. We emphasize that research on the use or creation of paradidactic books in the teaching of probability for Elementary School is still incipient, with the concern with the student's profile and its relations with experiential knowledge and everyday life being evidenced.

The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School.

Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (Mage = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students' achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students' achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students' smooth sailing after the transition to secondary school.

The impacts of the National Common Curricular Base (BNCC) on the work of Science teachers in the final years of Elementary School

Resumo Este artigo versa sobre a chegada da Base Nacional Comum Curricular (BNCC) e seus impactos no trabalho de professores de ciências. A Teoria Fundamentada foi utilizada como metodologia da pesquisa, que consiste em uma forma de pesquisa qualitativa maleável e, ao mesmo tempo, rigorosa, e objetiva responder problemas complexos, propondo teorias explicativas sobre a realidade estudada. Por meio de entrevistas semiestruturadas com professores de ciências de uma cidade brasileira, foi angariado um conjunto de dados, os quais, por meio de consecutivas codificações, serviram de base para a seguinte teoria substantiva: a BNCC traz mudanças de alto espectro à educação básica e, diante disso, os professores de ciências identificam uma ampliação dos conteúdos a serem trabalhados, trazendo novas exigências para os alunos, levando a modificações no trabalho dos professores, movimento que contrasta com a formação atual destes, gerando lacunas de formação.

The construction of algebraic thinking by deaf students from a systematic review of the literature

This article aims to analyze the specificities of the construction of algebraic thinking by deaf students in the early and final years of elementary school through a Systematic Review. The specific objectives are: to identify the curricular recommendations - National Common Curricular Base (2017) and Pernambuco Curriculum (2019) related to the construction of algebraic thinking by elementary school students; to retrieve from the CAPES Periodicals Portal, Brazilian Digital Library of Theses (BDTD) and Google Scholar research that deals with the construction of algebraic thinking or the learning of mathematical knowledge by deaf students; to point out the recommendations of the literature on the development of algebraic thinking by deaf elementary school students. The study was guided by a systematic literature review methodology based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which started with searches for articles and dissertations in the CAPES Periodicals Portal, BDTD and Google Scholar databases. A total of 2 727 studies were identified. After applying the inclusion or exclusion criteria, nine studies were selected for review. The results indicated that deaf students, like hearing students, present particularities in the construction of mathematical knowledge, especially in the Algebraic Unit Theme.

Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers

Background: The mathematical and didactic knowledge in mathematics teachers’ domain should constitute a permanent focus of investigations and reflections. Objective: To investigate the development of knowledge and procedures concerning geometry teaching among pre-service and in-service mathematics teachers engaged in the final years of elementary school. Design: The investigation is inserted in a qualitative perspective and follows the assumptions of action research. Setting and Participants: Fifty-four pre-service and in-service mathematics teachers from the Brazilian city of Paulo Afonso, Bahia, participated in a teacher education process. Data Collection and Analysis: Participant observation, data collection and analysis following an analysis protocol guided by the constructs of the onto-semiotic approach; analysis of productions. Results: Development and application of 24 sequences of activities focusing on the study of geometry. High epistemic adequacy was observed based on the application of the analysis protocol concerning structuring sequences of activities. Regarding the other dimensions, concerning the analysis of the application of the activities (cognitive-affective, interactional-mediational, ecological), high adequacy was observed. Conclusions: It is relevant to invest in teacher education courses proposing the expansion of didactic-mathematical knowledge to enhance the use of different ways to teach and learn mathematics.

SEQUÊNCIAS DIDÁTICAS PARA UMA EDUCAÇÃO INCLUSIVA: PROPOSTAS PARA O ENSINO DE FÍSICA E DE LÍNGUA PORTUGUESA

The article presents two proposals for didactic sequences (SD) for Basic Education, Physical and Portuguese Language disciplines, focusing on working with students with autistic spectrum, but in a regular classroom environment shared with other students, encouraging the organization of classes that promote inclusion in the school environment. The process of elaborating the SD is based on the experience of the researchers in the exercise of teaching, although the proposals still lack application and, naturally, adapted to the reality of the classes. The Physics SD focuses on the second year of high school, with a forecast of six classes. The Portuguese Language SD was planned to occupy five classes, focusing on the final years of elementary school. It is expected that the proposal will contribute to the daily work of teachers and encourage them to organize activities that promote innovation and inclusion (in fact) in their pedagogical practices.

Meanings of mathematics teaching forged through reflection in a lesson study

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question “What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?” and based on Isabel Alarcão’s (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher’s field notes, the participants’ logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

Solving Double and Multiple Proportion Problems in the Final Years of Elementary School

Background: Many studies analysed solutions to simple proportionality problems, but few focused on double and multiple proportionality. Objectives: Analysis of students’ solutions to double and multiple proportionality problems. Design: Quantitative and qualitative analyses of empirical data. Setting and participants: Ninety students in grades 7 to 9 in Recife, Brazil. Data collection and analysis: Participants solved, in writing, double and multiple proportionality problems and orally explained their solutions. The analysis considers performance and solution strategies. Results: Percentage of correct answers per problem and school grade ranged from 67 to 97%, with no significant differences between types of problems or grades. Partipants used scalar, functional, and mixed strategies, with higher frequency of scalar strategies for double and of functional strategies for multiple proportionality problems. Conclusions: Double and multiple proportionality problems were equally accessible. Correct answers associated with the mixed strategy suggests that students considered multiple relationships in problems’ statements.

Agency and criticality in statistics teaching practices: the account of a teacher

The objective of this article is to discuss actions of agency by analyzing the practices and conceptions of a mathematics teacher working in the municipal school system of Valinhos, state of São Paulo, while teaching statistics and probability to students in the final years of elementary school. The concept of agency is related to transformative capacity and refers to the power of the individual over the context in which they are inserted. The concept of agency is significant for teacher education and is linked to critical professional development, as criticality is essential for people’s transformation processes. This study adopted principles of (auto) biographical research, which view narratives as training and self-training practices. Through spoken and written narratives given by a teacher who participated in a collaborative study group, discussions about the way she develops her practices and the factors that most influence her decision-making are examined.

Inclusive Digital Technologies in the Classroom: A case study focused on students with Autism Spectrum Disorder (ASD) in the final years of elementary school

Inclusive education in Brazil is part of an educational policy from the Law of Directives and Bases of National Education (LDBN 9394/96), which determines that people with special needs must be included in regular education classrooms. Overall, educational institutions lack professionals and content that favours inclusive education. The current work focused on students with Autism Spectrum Disorder (ASD), aiming to create and validate didactic sequences with the use of augmented reality (AR) to increase class engagement whilst providing to teachers and their assistants tools for the creation of other didactic sequences regardless of the curricular component. The research was exploratory, using the procedures applied in case studies. Once the bibliographic study was carried out and the AR tools pre-selected, the authors collected data with teachers and later suggested and validated the didactic sequences carried out by the students. The research showed the potential of AR as a tool to engage and make it possible to incorporate adapted school activities in order to have a greater participation of students with ASD. It was observed that training teachers and assistants to use other digital technological resources is essential for other practices to be developed and for the inclusion process to become increasingly natural.

Reflection on teaching in mathematics mobilized in lesson study

The article analyzes the reflection on teaching, mobilized in a lesson study that involved mathematics teachers. The research is based on Schön and Perrenoud's concept of reflection and is guided by the question, “What reflections on teaching do mathematics teachers mobilize in a lesson study context?”. To answer this question, we did an investigation in a lesson study context, structured in twelve meetings of approximately two and a half hours each, involving eight mathematics teachers from the final years of elementary school of the state public education network of Rio Grande do Sul, Brazil. The empirical material of the research consists of the researcher's field notes, the participants' logbooks, the transcripts of the sessions, and the interview carried out at the end of the lesson study. The qualitative and interpretative analysis showed that the reflection on teaching was characterized as retrospective and prospective, covering three themes: student learning, mathematics teaching, and teaching moral responsibility and ethics.

THE CHALLENGES OF ENVIRONMENTAL HEALTH ON THE SCIENCE CURRICULUM ON THE LAST YEARS OF ELEMENTARY EDUCATION, IN THE STATE OF TOCANTINS

Environmental Health is an area of knowledge that goes through many curricular components, especially in the Natural Sciences, an important field to develop it. It should be related to the teachers' preparation to work in a critical way with a bias towards scientific literacy. This study aimed to evaluate the challenges faced by teachers in the area of Natural Sciences to implement Environmental Health in the Final Years of Elementary School, in the state of Tocantins. A quantitative and qualitative research identified a high percentage of young teachers, with higher prevalence to teach expository lessons and little appropriation of scientific literacy. Although the teachers indicated little difficulty in working with the themes of Environmental Health, they reported the need for continued education.
  

Del pensamiento computacional desenchufado al enchufado en el proceso de aprendizaje de las Matemáticas

This article is an excerpt from the dissertation entitled «Computational thinking in the mathematics learning process in the final years of elementary school», linked to the Master Program in Management and Educational Practices (PROGEPE) at Nove de Julho University, in particular, to the Research and intervention line learning methodology and teaching pratices (LIMAPE). Its objective was to analyze how the development of computational thinking at school contributes to the teaching and learning process of Mathematics, within the scope of Basic Education, specifically, in the final years of Elementary Education. The research was carried out in a state school, located in the city of São Paulo / SP / Brazil. 54 students from the eighth year of the final years of elementary school participated in the research. The methodology used was of a qualitative nature, developed through an intervention research. The data collection instruments used were: questionnaires, focus groups and participant observation. As main results, it was evidenced that the pedagogical practices provide the development of computational thinking, articulated to Mathematics, in particular, the development of programming in the school environment, expanding the possibilities for the construction of new knowledge, in a more collaborative, meaningful and contextualized, still offering countless opportunities for the development of technological and logical-mathematical skills, among others, considered essential to students in the current scenario.

VIVÊNCIA NO ESTÁGIO SUPERVISIONADO I: RELATO DE EXPERIÊNCIA VIVIDA E OBSERVAÇÃO DE ESCOLA DE ENSINO FUNDAMENTAL DOS ANOS FINAIS NA CIDADE DE MOMBAÇA-CE

The objective of this work is to present and ponder the experience lived in the Supervised Internship I of the Undergraduate Computer Science course - UECE, in a qualitative way, which was carried out in an elementary school, located in the city of Mombaça, in the central hinterland of Ceará, with emphasis on the final years of elementary school. As a mandatory component of the Undergraduate curriculum, this was the first of four mandatory internships. It was directed, in this first stage, to the observation of the operation of the school unit, the interrelationships of its components, the environment, and the school infrastructure. We noticed a worrying level of neglect and technical unpreparedness when it comes to the introduction of technologies in municipal education and the maintenance of the laboratories' infrastructure. Finally, the observation showed several challenges in the use of technologies in municipal education. Educational software to help teachers is not used because there are no professionals (monitors or teachers) in the computer labs who are qualified to use it. Having someone qualified is essential to unite the technical and pedagogical environments, guiding how to use the available resources. I hope that with this report of experiences that occurred during the internship, other students and the educational community can contribute something to their training.

FORMAÇÃO DE PROFESSORES E VALORES ESSENCIAIS À EDUCAÇÃO EM UMA SOCIEDADE DEMOCRÁTICA

ABSTRACT In order to help students’ development, it is important for teachers to achieve autonomy. Teacher training can stimulate experiences that favor adherence to justice, respect, solidarity and democratic coexistence. This study investigates whether the quality of training - initial and continuing - of teachers in the Final Years of Elementary School, in , is related to adherence to essential values for moral education. total of 260 professors, aged 23 to 70, mostly women, participated. The following were used: (a) Teacher Profile Questionnaire, (b) IEQ, (c) CEQ and (d) SMVS. The following were performed: (a) cluster analysis, (b) ANOVAS and (c) Kruskal-Wallis. Teachers showed greater adherence to justice and democratic coexistence; minor to respect. For justice, there was a difference between high and low quality continuing education. High quality continuing education can promote adherence to values. It is important that training initiatives address values in a non-dogmatic way, promoting dialogue and criticism.