Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students
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Data de Publicação: | 2010 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school studentsLeitura, escrita e matemática: a apropriação de conhecimentos e a receptividade de alunos da 4ª série do ensino fundamentalReadingWriting and mathematicsTeaching practicesTeaching and learningLeituraEscrita e matemáticaPráticas pedagógicasEnsino e aprendizagemThe 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. Ao desenvolver uma sequência didática com o paradidático Doces frações, constatamos que os estudantes elaboraram hipóteses, estratégias e interagiram com a narrativa, construindo conhecimento e estabelecendo uma relação de interioridade com os saberes abordados nas aulas. Assinalamos também a importância do uso de materiais manipuláveis para a aprendizagem dos alunos, pois, a partir desse tipo de material, os participantes da pesquisa criaram e testaram hipóteses e estratégias, envolvendo-se num processo de compreensão dos conteúdos abordados. Investigando esse processo de aprendizagem dos alunos, enfatizamos o papel do professor como um mediador que, ao ter ciência dos conhecimentos prévios dos alunos acerca de determinado conteúdo e compreendendo as estratégias usadas por eles para resolver uma situação, poderá dispor de condições e efetivar intervenções necessárias, a fim de possibilitar a aprendizagem dos alunos.Universidade Estadual de Campinas2010-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864669710.20396/zet.v18i33.8646697Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 173-210Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 173-210Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 173-2102176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646697/13599Brazil; 2010Brasil; 2010Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSouza, Ana Paula Gestoso deOliveira, Rosa Maria Moraes Anunciato de2023-11-13T12:08:55Zoai:ojs.periodicos.sbu.unicamp.br:article/8646697Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-13T12:08:55Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students Leitura, escrita e matemática: a apropriação de conhecimentos e a receptividade de alunos da 4ª série do ensino fundamental |
title |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
spellingShingle |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students Souza, Ana Paula Gestoso de Reading Writing and mathematics Teaching practices Teaching and learning Leitura Escrita e matemática Práticas pedagógicas Ensino e aprendizagem |
title_short |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
title_full |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
title_fullStr |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
title_full_unstemmed |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
title_sort |
Reading, writing and mathematics: knowledge acquisition and receptivity of 4th-grade elementary school students |
author |
Souza, Ana Paula Gestoso de |
author_facet |
Souza, Ana Paula Gestoso de Oliveira, Rosa Maria Moraes Anunciato de |
author_role |
author |
author2 |
Oliveira, Rosa Maria Moraes Anunciato de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Ana Paula Gestoso de Oliveira, Rosa Maria Moraes Anunciato de |
dc.subject.por.fl_str_mv |
Reading Writing and mathematics Teaching practices Teaching and learning Leitura Escrita e matemática Práticas pedagógicas Ensino e aprendizagem |
topic |
Reading Writing and mathematics Teaching practices Teaching and learning Leitura Escrita e matemática Práticas pedagógicas Ensino e aprendizagem |
description |
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. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-12-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646697 10.20396/zet.v18i33.8646697 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646697 |
identifier_str_mv |
10.20396/zet.v18i33.8646697 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646697/13599 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2010 Brasil; 2010 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 173-210 Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 173-210 Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 173-210 2176-1744 reponame:Zetetiké (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Zetetiké (Online) |
collection |
Zetetiké (Online) |
repository.name.fl_str_mv |
Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
zetetike@unicamp.br |
_version_ |
1798329590365552640 |