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Aprendizagem e engajamento como função de consequências para o desempenho de crianças em um programa de ensino individualizado de leitura
(Universidade Federal de São Carlos, 2014-10-17) Veiga, Dhayana Inthamoussu; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/7411099765109302
The individualized teaching program for elemental reading and writing skills Learning to Read and Write in Small Steps has been systematically developed and improved for the last 25 years. Anecdotal observations suggested a reduction on the engagement of children in the program, indicating need to study motivational‟ variables in this context. The purpose of the present study was to analyze learning and task engagement of children during the application of Module 1 of the Program: 1) in its standard version (Standard-Procedure) and 2) in a token version, where points were added to a counter in correct trials exchanged for video access as supplementary consequences (Token- Procedure). Two experiments were conducted in an elementary public school with 21 children without or with incipient reading repertoire. In the Experiment 1, participants were nine boys and four girls with 8-10 years of age of the 3rd and 4th grade. Some participants were exposed to Standard-Procedure and others to Token-Procedure. Learning measures provided by the program and systematic observational measures (ten seconds partial interval recording) assessed performance. On-Task and Off-Task behaviors (participants‟) and Task Assistance and On-Task Request behaviors (experimenter‟s) were recorded in five sessions per participant. Results showed that all participants had meaningful gains in reading, spelling and equivalence performance, with teaching and recombination words, and the advancement in the procedure occurred within a number of sessions similarly to programmed teaching steps. An overall reduction trend of average latency to perform task along units was observed. The average latency in Token-Procedure was significantly lower than in Standard- Procedure. More promptness to perform task was interpreted as evidence of its greater evocative effectiveness, probably due its correlation with a more effective consequence. It suggests that the effects of standard consequences were supplemented by the introduction of points. All participants systematically engaged in the task during the teaching sessions and Off-Task behaviors occurred more variably and apparently without interfering in task performance, except in some cases. Off-task behaviors appeared to be mostly an artifact of the discrete-trial procedure, in which the task cannot occur continuously. The results of Experiment 1 led to Experiment 2, in which the parameters of point accumulation and of its exchange were adjusted (Token‟- Procedure). Participants were six boys and two girls, with 6-9 years, of 2nd or 3rd grade, with lower initial repertoire and were only partially exposed to Token‟- Procedure. Their performance differ significantly in relation to other participants, such as a higher number of repetitions of teaching steps and less gains of target repertoires, which impaired the observation of possible effects of Token‟-Procedure. Despite of the limitations of this study, its results indicate important directions for future studies on the determinants of task engagement of children in this Program.
Resolução de problemas da pré-álgebra e álgebra para fundamental II do ensino básico com auxílio do modelo de barras
(Universidade Federal de São Carlos, 2014-10-17) Queiroz, Jonas Marques dos Santos; Baldin, Yuriko Yamamoto; https://lattes.cnpq.br/8785562528979416
The difficulties in learning and teaching of algebra can be detected in the school cycle 4 (8th and 9th grades) of the Elementary School II and throughout High School, such difficulties being present in all Brazilian schools. These difficulties arise from an institutional failure, in others words, in the transition from arithmetic to algebra, in the phase of pre-algebra which occurs at cycle 3 ( 6th and 7th grades) of the Elementary School II. When this transition is unsatisfactory this compromises the subsequent studies making the students feel not motivated in learning the content of algebra. Therefore, in this research project we planned and executed 6 (six) activities based on the methodology of Problem Solving based on the phases proposed by George Polya, along with the methodology of the Bar Model from Singapore Mathematics. The activities were carried out in seventh grade classrooms of Elementary School II of Instituto Educacional Estilo , Campinas, SP. The results of this dissertation suggests to teachers of Elementary School II didactical sequences of activities that they can use and enjoy in classroom practices, so that they can improve also their teaching and learning, contributing to the development of the students. With the objective of achieving a satisfactory transition from arithmetic to algebra, the activities were developed and based on problems solving, and then analyzed critically using the Problem Solving steps. After 6 (six) activities, we applied a diagnostic evaluation in order to analyze the results and to check if the activities contributed to a meaningful learning of algebra. The dissertation presents a theoretical study about teaching and learning algebra as well as a study on the methodologies of Problem Solving in classroom practice and Bar Model from Singapore Mathematics.
O efeito do material concreto e do modelo de barras no processo de aprendizagem significativa do conteúdo curricular de frações pelos alunos de 7º ano do ensino fundamental
(Universidade Federal de São Carlos, 2014-10-17) Gois, Renata Cláudia; Baldin, Yuriko Yamamoto; https://lattes.cnpq.br/8785562528979416; https://lattes.cnpq.br/9457234104730410
The dissertation presents a proposal for teaching the content of fractions to a 7th grade classroom of basic education, based on a concrete didactical material, Fraction Case , and the Bar Model inspired in Singapore Mathematics, focused on the conceptual understanding along with basic operation skills. The motivation to this work was the recognition of great difficulty in learning with understanding of rational numbers, shown by the students of basic education across the grades. The learning of rational numbers is of fundamental importance to the accomplishment of the mathematics curriculum of basic education. We adopted the Fraction Case and the Bar Model because they actually offer the possibility of visualizing concrete representation of ideas that underline the subject of fractions. The proposed activities were inspired by the didactical ideas and activities in Baldin & Malagutti (2006), and they aim at the understanding of the concept of equivalent fractions together with the basic operations of addition, subtraction, multiplication and division of fractions, starting from the perspective of the part-whole relationship. We bring out the outcome resulted from the application of activities in three classrooms of 7th grade students of a private school of city of Bauru.