English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Este artigo tem por objetivo apresentar uma analise comparativa entre dois estudos que investigaram a formacao do conceito de media aritmetica simples. Os estudos foram realizados com estudantes do 5 o ano do Ensino Fundamental (antiga 4 a serie) de uma mesma escola publica situada em uma zona central da cidade de Sao Paulo. Os estudos utilizaram os mesmos instrumentos diagnosticos (pre e pos-testes) e trabalharam as mesmas atividades (situacoes-problema) em suas intervencoes de ensino. Eles, porem, diferiram quanto ao material didatico utilizado: um trabalhou em ambiente computacional, com o software Tabletop, e o outro usou material manipulativo, especificamente uma tabua de grafico, feita de chapa galvanizada, acompanhada de imas com formas e cores distintas. Os resultados apontam que os alunos que usaram material manipulativo tiveram melhores desempenhos nas atividades de media do que os que trabalharam com o Tabletop. Essa diferenca, porem, nao foi estatisticamente significativa. O comportamento dos estudantes de ambos os grupos nos testes seguiu a mesma tendencia, tanto no que tange ao acerto quanto ao erro. O estudo conclui que as intervencoes interferiram positivamente no processo de abstracao, do tipo pseudo-empirica, desses estudantes. ABSTRACT This paper aims to make a comparative analysis of two studies that explored the simple arithmetic average. The studies were conducted with students from the fifth grade of elementary school (former 4th grade) of the same public school, located in a central area of the city of Sao Paulo. The studies used the same diagnostic instruments (pre and post-tests) as well as used the same activities in their teaching interventions, that is, used the problem solving as didactic method. However, they differed from each other in the teaching didact materials, as one worked in computational environment, specifically Tabletop software, while the another used manipulative material, specifically a board chart, made of galvanized sheet, accompanied by magnets with shapes and different colors. The results show that students who worked with manipulative materials had better performances in the post-test diagnostic than those who worked in the computer environment. This difference, however, was not statistically significant. Nevertheless, students' behavior in both groups followed the same trend in all items, both with regard to accuracy as the error. The study concluded that those interventions interfered positively in the process of reflective abstraction of these students..

doaj (doaj: directory of open access journals)

A APRENDIZAGEM DA MÉDIA ARITMÉTICA SIMPLES A PARTIR DE MATERIAIS DIDÁTICOS DISTINTOS: uma comparação entre duas propostas de ensino<BR><I> Learning simple arithmetic average using different teaching materials: a comparison between two educational proposals

A APRENDIZAGEM DA MÉDIA ARITMÉTICA SIMPLES A PARTIR DE MATERIAIS DIDÁTICOS DISTINTOS: uma comparação entre duas propostas de ensino Learning simple arithmetic average using different teaching materials: a comparison between two educational proposals

A APRENDIZAGEM DA MÉDIA ARITMÉTICA SIMPLES A PARTIR DE MATERIAIS DIDÁTICOS DISTINTOS: uma comparação entre duas propostas de ensino
Learning simple arithmetic average using different teaching materials: a comparison between two educational proposals