Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students

• Autor(a) principal: Souza, Ana Paula Gestoso de
• Data de Publicação: 2010
• Outros Autores: Oliveira, Rosa Maria Moraes Anunciato de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646697
• topic: Reading; Writing and mathematics; Teaching practices; Teaching and learning; Leitura; Escrita e matemática; Práticas pedagógicas; Ensino e aprendizagem

The development of a didactic sequence to be used with the extrareading book “Doces Frações” allowed us to attest that students were capable ofelaborating hypotheses and strategies, and interacting with the narrative, thusconstructing new knowledge and establishing an intimate relationship with theknowledge being dealt with in class. This study also suggests the importance of making use of manipulative materials to foster student learning. Manipulativematerials proved to be of great help for the research participants to create andtest hypotheses and strategies, which promoted their learning of curriculumcontents. In addition, the investigation of the participants’ learning processesemphasized the teacher’s role as a mediator, who – by being aware of students’previous knowledge about a given subject matter content and understandingstrategies used by them to solve problems – may be able to perform interventionsneeded to promote students’ learning.