Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge

Detalhes bibliográficos
Autor(a) principal: Nogues, Camila Peres
Data de Publicação: 2023
Outros Autores: França, Akira Borba Colen, Dorneles, Beatriz Vargas
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/214668
Resumo: The low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.
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spelling Intervention in quantitative reasoning as a possibility to develop arithmetic knowledgeIntervenção em raciocínio quantitativo como possibilidade para o desenvolvimento do conhecimento aritméticoIntervention in quantitative reasoningArithmetic performanceElementary SchoolIntervenção em raciocínio quantitativoDesempenho aritméticoEnsino fundamentalThe low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.O baixo desempenho em habilidades matemáticas no início da vida escolar pode acarretar problemas de aprendizagem a longo prazo. Por isso, destaca-se a importância de se conhecer as habilidades matemáticas básicas que influenciam a aprendizagem especificamente da aritmética para, com isso, ser possível indicar intervenções focadas em habilidades preditoras do desempenho nessa área e auxiliar tanto o desenvolvimento do conhecimento matemático dos estudantes quanto a prática dos professores. Nesse sentido, o objetivo deste estudo foi investigar os efeitos de uma intervenção em raciocínio quantitativo no desempenho aritmético de estudantes de 4º e 5º anos do ensino fundamental. Para isso, quarenta crianças foram separadas nos grupos experimental e controle. O grupo experimental participou de um programa de intervenção com foco no raciocínio quantitativo, organizado em sete sessões, duas vezes por semana e com duração de 45 minutos cada sessão, enquanto o grupo controle participou de sessões envolvendo jogos matemáticos e práticas de mindfulness. Os resultados indicaram que não houve efeito significativo da intervenção quando comparados os desempenhos entre os grupos. Entretanto, foi encontrada uma melhora significativa especificamente no desempenho dos alunos de 5º ano que participaram do grupo experimental. Os achados do presente estudo contribuem para a compreensão de princípios instrucionais eficazes e destacam a importância das práticas de ensino serem baseadas em evidências.Universidade de São Paulo. Faculdade de Educação2023-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/21466810.1590/S1678-4634202349254184porEducação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e254184Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e254184Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e2541841678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/214668/196916https://www.revistas.usp.br/ep/article/view/214668/196915https://www.revistas.usp.br/ep/article/view/214668/196914Copyright (c) 2023 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessNogues, Camila Peres França, Akira Borba Colen Dorneles, Beatriz Vargas 2023-12-22T13:32:28Zoai:revistas.usp.br:article/214668Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2023-12-22T13:32:28Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
Intervenção em raciocínio quantitativo como possibilidade para o desenvolvimento do conhecimento aritmético
title Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
spellingShingle Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
Nogues, Camila Peres
Intervention in quantitative reasoning
Arithmetic performance
Elementary School
Intervenção em raciocínio quantitativo
Desempenho aritmético
Ensino fundamental
title_short Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
title_full Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
title_fullStr Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
title_full_unstemmed Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
title_sort Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge
author Nogues, Camila Peres
author_facet Nogues, Camila Peres
França, Akira Borba Colen
Dorneles, Beatriz Vargas
author_role author
author2 França, Akira Borba Colen
Dorneles, Beatriz Vargas
author2_role author
author
dc.contributor.author.fl_str_mv Nogues, Camila Peres
França, Akira Borba Colen
Dorneles, Beatriz Vargas
dc.subject.por.fl_str_mv Intervention in quantitative reasoning
Arithmetic performance
Elementary School
Intervenção em raciocínio quantitativo
Desempenho aritmético
Ensino fundamental
topic Intervention in quantitative reasoning
Arithmetic performance
Elementary School
Intervenção em raciocínio quantitativo
Desempenho aritmético
Ensino fundamental
description The low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-22
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://www.revistas.usp.br/ep/article/view/214668
10.1590/S1678-4634202349254184por
url https://www.revistas.usp.br/ep/article/view/214668
identifier_str_mv 10.1590/S1678-4634202349254184por
dc.language.iso.fl_str_mv por
eng
language por
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dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/214668/196916
https://www.revistas.usp.br/ep/article/view/214668/196915
https://www.revistas.usp.br/ep/article/view/214668/196914
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/xml
application/pdf
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 49 n. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e254184
Educação e Pesquisa; Vol. 49 No. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e254184
Educação e Pesquisa; Vol. 49 Núm. contínuo (2023): Educação e pesquisa volume 49 único contínuo ; e254184
1678-4634
1517-9702
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instname_str Universidade de São Paulo (USP)
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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