Systematization and Implementation of Mental Calculation in the Cape Verdean Education System
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v13i3.25593 |
Resumo: | In this article, part of a study will be presented, developed under a doctoral thesis whose objective is to understand the importance of Mental Calculation (CM) in the teaching and learning process of calculus in students of 2. º to the 6th year of schooling in Cape Verde, aiming at the systematization and implementation of the Mental Calculation in the Cape Verdean Education System. For the development of the experimental study, two groups were defined, Control Group (CG) and Experience Group (GE), and had two different moments of application of the test to the groups. Initially, the test (pre-test) was applied to both groups, followed by weekly sessions, for a period of 7 months, teaching and learning calculus based on CM strategies with the GE and finally applied again to the groups, the same test (post-test). The results verified by the GE in both moments, show improvements in the students’ learning, when compared the averages of correct exercises, in the pre-test (31.74) and in the post-test (126.87), and of wrong exercises, in the pre-test (14.82) and post-test (1.35). Regarding the CG, the same comparison shows no significant changes in students’ learning, with averages of 10.26 (pre-test) and 10.89 (post-test) of correct exercises and 12.01 (pre-test) test) and 14.68 (post-test) of wrong exercises. The results of the test in both moments will be presented and discussed, trying to show the gains obtained by the students of the GE throughout the study that contrast with the stagnation of the students of the CG. |
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Systematization and Implementation of Mental Calculation in the Cape Verdean Education SystemSistematização e Implementação do Cálculo Mental no Sistema Educativo Cabo-verdianoIn this article, part of a study will be presented, developed under a doctoral thesis whose objective is to understand the importance of Mental Calculation (CM) in the teaching and learning process of calculus in students of 2. º to the 6th year of schooling in Cape Verde, aiming at the systematization and implementation of the Mental Calculation in the Cape Verdean Education System. For the development of the experimental study, two groups were defined, Control Group (CG) and Experience Group (GE), and had two different moments of application of the test to the groups. Initially, the test (pre-test) was applied to both groups, followed by weekly sessions, for a period of 7 months, teaching and learning calculus based on CM strategies with the GE and finally applied again to the groups, the same test (post-test). The results verified by the GE in both moments, show improvements in the students’ learning, when compared the averages of correct exercises, in the pre-test (31.74) and in the post-test (126.87), and of wrong exercises, in the pre-test (14.82) and post-test (1.35). Regarding the CG, the same comparison shows no significant changes in students’ learning, with averages of 10.26 (pre-test) and 10.89 (post-test) of correct exercises and 12.01 (pre-test) test) and 14.68 (post-test) of wrong exercises. The results of the test in both moments will be presented and discussed, trying to show the gains obtained by the students of the GE throughout the study that contrast with the stagnation of the students of the CG.En este artículo se presentará parte de un estudio, desarrollado como parte de una tesis doctoral cuyo objetivo fué analizar la importancia del Cálculo Mental (CM) en el proceso de enseñanza y aprendizaje del cálculo en estudiantes de 2.º a 6.º año de escolaridad en Cabo Verde, con el objetivo de sistematizar e implementar el Cálculo Mental en su Sistema Educativo. Para el desarrollo del estudio experimental se definieron dos grupos, Grupo de Control (GC) y Grupo Experimental (GE), y hubo dos momentos diferentes de aplicación de las pruebas. Inicialmente, se aplicó el test (pre-test) a ambos grupos, seguido de sesiones semanales, por un período de 7 meses, de enseñanza y aprendizaje de cálculo basado en estrategias de CM con el GE y finalmente se aplicó nuevamente a los grupos, el mismo test (post-test). Los resultados verificados por el GE en ambos momentos, muestran mejoras en el aprendizaje de los estudiantes, al comparar los promedios de los ejercicios correctos, en el pre-test (31,74) y en el post-test (126,87), y de ejercicios incorrectos, en la prueba previa (14,82) y la prueba posterior (1,35). En cuanto al GC, la misma comparación no mostró cambios significativos en el aprendizaje de los estudiantes, con promedios de 10,26 (pre-test) y 10,89 (post-test) de ejercicios correctos y 12,01 (pre-test) y 14,68 (post-test) de ejercicios incorrectos. Se presentan y discuten los resultados de la prueba en ambos momentos, tratando de mostrar la mejora obtenida por los estudiantes del GE a lo largo del estudio y que contrastan con el estancamiento de los estudiantes del GC.Neste artigo será apresentada parte de um estudo, desenvolvido no âmbito de uma tese de doutoramento cujo objetivo foi conhecer a importância do Cálculo Mental (CM) no processo de ensino e aprendizagem do cálculo em alunos do 2.º ao 6.º ano de escolaridade em Cabo Verde, visando a sistematização e implementação do Cálculo Mental no Sistema Educativo cabo-verdiano. Para o desenvolvimento do estudo experimental foram definidos dois grupos, Grupo de Controlo (GC) e Grupo Experimental (GE), e houve dois momentos distintos de aplicação de um teste aos grupos. Inicialmente foi aplicado um teste (pré-teste) aos dois grupos, ao que se seguiu, por um período de 7 meses, a realização de sessões semanais de ensino e aprendizagem do cálculo baseado em estratégias de CM junto do GE. No final desse período foi aplicado o mesmo teste (pós-teste) aos dois grupos. Os resultados verificados pelo GE nos dois momentos, mostram melhorias nas aprendizagens dos alunos, tendo sido comparadas as médias de exercícios certos, no pré-teste (31,74) e no pós-teste (126,87), e de exercícios errados, no pré-teste (14,82) e no pós-teste (1,35). No tocante ao GC, a mesma comparação demonstra inexistência de alterações significativas nas aprendizagens dos alunos, tendo sidas registadas as médias de 10,26 (pré-teste) e 10,89 (pós-teste) de exercícios certos e 12,01 (pré-teste) e14,68 (pós-teste) de exercícios errados. Os resultados do teste nos dois momentos, serão apresentados e discutidos, procurando evidenciar os ganhos obtidos pelos alunos do GE ao longo do estudo e que contrastam com a estagnação dos alunos do GC.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-07-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i3.25593https://doi.org/10.34624/id.v13i3.25593Indagatio Didactica; Vol 13 No 3 (2021); 501-516Indagatio Didactica; Vol. 13 Núm. 3 (2021); 501-516Indagatio Didactica; Vol. 13 No 3 (2021); 501-516Indagatio Didactica; vol. 13 n.º 3 (2021); 501-5161647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/25593https://proa.ua.pt/index.php/id/article/view/25593/18444http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDuarte, Jorge Humberto AlmeidaGarcía, Luis Manuel Casas2023-09-22T10:19:18Zoai:proa.ua.pt:article/25593Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:31.049883Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System Sistematização e Implementação do Cálculo Mental no Sistema Educativo Cabo-verdiano |
title |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
spellingShingle |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System Duarte, Jorge Humberto Almeida |
title_short |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
title_full |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
title_fullStr |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
title_full_unstemmed |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
title_sort |
Systematization and Implementation of Mental Calculation in the Cape Verdean Education System |
author |
Duarte, Jorge Humberto Almeida |
author_facet |
Duarte, Jorge Humberto Almeida García, Luis Manuel Casas |
author_role |
author |
author2 |
García, Luis Manuel Casas |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Duarte, Jorge Humberto Almeida García, Luis Manuel Casas |
description |
In this article, part of a study will be presented, developed under a doctoral thesis whose objective is to understand the importance of Mental Calculation (CM) in the teaching and learning process of calculus in students of 2. º to the 6th year of schooling in Cape Verde, aiming at the systematization and implementation of the Mental Calculation in the Cape Verdean Education System. For the development of the experimental study, two groups were defined, Control Group (CG) and Experience Group (GE), and had two different moments of application of the test to the groups. Initially, the test (pre-test) was applied to both groups, followed by weekly sessions, for a period of 7 months, teaching and learning calculus based on CM strategies with the GE and finally applied again to the groups, the same test (post-test). The results verified by the GE in both moments, show improvements in the students’ learning, when compared the averages of correct exercises, in the pre-test (31.74) and in the post-test (126.87), and of wrong exercises, in the pre-test (14.82) and post-test (1.35). Regarding the CG, the same comparison shows no significant changes in students’ learning, with averages of 10.26 (pre-test) and 10.89 (post-test) of correct exercises and 12.01 (pre-test) test) and 14.68 (post-test) of wrong exercises. The results of the test in both moments will be presented and discussed, trying to show the gains obtained by the students of the GE throughout the study that contrast with the stagnation of the students of the CG. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v13i3.25593 https://doi.org/10.34624/id.v13i3.25593 |
url |
https://doi.org/10.34624/id.v13i3.25593 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/25593 https://proa.ua.pt/index.php/id/article/view/25593/18444 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 13 No 3 (2021); 501-516 Indagatio Didactica; Vol. 13 Núm. 3 (2021); 501-516 Indagatio Didactica; Vol. 13 No 3 (2021); 501-516 Indagatio Didactica; vol. 13 n.º 3 (2021); 501-516 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133573212536832 |