Intervention in counting principles with students from the first year of elementary school
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4102 |
Resumo: | This article presents an experimental study of intervention in counting principles, in order to investigate its efficacy. Thus, studies that investigated the predictive factors of mathematics outcomes are presented, as well as the academic profile of students with problems in this area and results of intervention researches. The experimental study counted with 136 students from the first year of elementary school from three public schools located in Porto Alegre, divided into control group (n=76) and experimental group (n=60). The intervention occurred two times a week, for two weeks, only with the experimental group. A statistical analysis of the data was carried through the Z test of comparison, and the results demonstrate the efficacy of the intervention program in counting principles, since students in the experimental group show statistically higher advances than those of the students in the control group. |
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Intervention in counting principles with students from the first year of elementary schoolIntervención en los principios de conteo con estudiantes de primariaIntervenção em princípios de contagem com alunos de 1º ano do ensino fundamentalcase studycounting principlesinterventionmathematics education.principios de conteointervenciónestudio de casoeducación matemática.princípios de contagemintervençãoestudo de casoeducação matemática.This article presents an experimental study of intervention in counting principles, in order to investigate its efficacy. Thus, studies that investigated the predictive factors of mathematics outcomes are presented, as well as the academic profile of students with problems in this area and results of intervention researches. The experimental study counted with 136 students from the first year of elementary school from three public schools located in Porto Alegre, divided into control group (n=76) and experimental group (n=60). The intervention occurred two times a week, for two weeks, only with the experimental group. A statistical analysis of the data was carried through the Z test of comparison, and the results demonstrate the efficacy of the intervention program in counting principles, since students in the experimental group show statistically higher advances than those of the students in the control group.Este artículo tiene como objetivo presentar un estudio experimental de intervención en principios de conteo, a fin de investigar su efectividad. Para ello, inicialmente se presentan estudios en el área que investigaron los factores predictivos del rendimiento matemático, así como el perfil académico de los estudiantes que tienen problemas en este ámbito y las investigaciones de intervención. El estudio contó con 136 estudiantes del primer año de la educación primaria de tres escuelas públicas de Porto Alegre, divididos en grupo control (n = 76) y grupo experimental (n = 60). La intervención se realizó dos veces por semana, durante dos semanas, solo con el grupo experimental. Se realizó un análisis estadístico de los datos utilizando la prueba Z de comparación, y los resultados evidencian la efectividad del programa de intervención en los principios de conteo, ya que los estudiantes del grupo experimental muestran avances estadísticamente superiores que los del grupo de control.Este artigo tem como objetivo apresentar um estudo experimental de intervenção em princípios de contagem, de modo a investigar sua eficácia. Para isso, inicialmente são apresentados estudos da área que investigaram os fatores preditivos do desempenho matemático, assim como o perfil acadêmico dos alunos que apresentam problemas nesse âmbito e as pesquisas de intervenção. O estudo contou com 136 alunos de 1º ano do ensino fundamental de três escolas públicas de Porto Alegre, divididos em grupo controle (n=76) e grupo experimental (n=60). A intervenção foi feita duas vezes por semana, durante duas semanas, apenas com o grupo experimental. Foi realizada uma análise estatística dos dados mediante o teste Z de comparação, e os resultados evidenciam a eficácia do programa de intervenção em princípios de contagem, uma vez que os alunos do grupo experimental demonstram avanços estatisticamente superiores aos alunos do grupo controle.INEP2019-06-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/410210.24109/2176-6681.rbep.100i256.4220Revista Brasileira de Estudos Pedagógicos; v. 100 n. 256 (2019)Revista Brasileña de Estudios Pedagógicos; Vol. 100 Núm. 256 (2019)Brazilian Journal of Pedagogical Studies ; Vol 100 No 256 (2019)2176-66810034-718310.24109/2176-6681.rbep.100i256reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4102/363710.24109/2176-6681.rbep.100i256.3637Fulginiti de Assis, ÉvelinVellinho Corso, Lucianainfo:eu-repo/semantics/openAccess2022-09-03T12:44:13Zoai:ojs3.inep:article/4102Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-09-03T12:44:13Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
Intervention in counting principles with students from the first year of elementary school Intervención en los principios de conteo con estudiantes de primaria Intervenção em princípios de contagem com alunos de 1º ano do ensino fundamental |
title |
Intervention in counting principles with students from the first year of elementary school |
spellingShingle |
Intervention in counting principles with students from the first year of elementary school Fulginiti de Assis, Évelin case study counting principles intervention mathematics education. principios de conteo intervención estudio de caso educación matemática. princípios de contagem intervenção estudo de caso educação matemática. |
title_short |
Intervention in counting principles with students from the first year of elementary school |
title_full |
Intervention in counting principles with students from the first year of elementary school |
title_fullStr |
Intervention in counting principles with students from the first year of elementary school |
title_full_unstemmed |
Intervention in counting principles with students from the first year of elementary school |
title_sort |
Intervention in counting principles with students from the first year of elementary school |
author |
Fulginiti de Assis, Évelin |
author_facet |
Fulginiti de Assis, Évelin Vellinho Corso, Luciana |
author_role |
author |
author2 |
Vellinho Corso, Luciana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Fulginiti de Assis, Évelin Vellinho Corso, Luciana |
dc.subject.por.fl_str_mv |
case study counting principles intervention mathematics education. principios de conteo intervención estudio de caso educación matemática. princípios de contagem intervenção estudo de caso educação matemática. |
topic |
case study counting principles intervention mathematics education. principios de conteo intervención estudio de caso educación matemática. princípios de contagem intervenção estudo de caso educação matemática. |
description |
This article presents an experimental study of intervention in counting principles, in order to investigate its efficacy. Thus, studies that investigated the predictive factors of mathematics outcomes are presented, as well as the academic profile of students with problems in this area and results of intervention researches. The experimental study counted with 136 students from the first year of elementary school from three public schools located in Porto Alegre, divided into control group (n=76) and experimental group (n=60). The intervention occurred two times a week, for two weeks, only with the experimental group. A statistical analysis of the data was carried through the Z test of comparison, and the results demonstrate the efficacy of the intervention program in counting principles, since students in the experimental group show statistically higher advances than those of the students in the control group. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-06-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4102 10.24109/2176-6681.rbep.100i256.4220 |
url |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4102 |
identifier_str_mv |
10.24109/2176-6681.rbep.100i256.4220 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4102/3637 10.24109/2176-6681.rbep.100i256.3637 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INEP |
publisher.none.fl_str_mv |
INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 100 n. 256 (2019) Revista Brasileña de Estudios Pedagógicos; Vol. 100 Núm. 256 (2019) Brazilian Journal of Pedagogical Studies ; Vol 100 No 256 (2019) 2176-6681 0034-7183 10.24109/2176-6681.rbep.100i256 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
instname_str |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
instacron_str |
INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
collection |
Revista Brasileira de Estudos Pedagógicos (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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1798951704020910080 |