Elementary School Practices

The Empty Number Line in Dutch Second Grades: Realistic versus Gradual Program Design

“…We found that whereas RPD pupils showed a more varied use of solution procedures than the GPD pupils, this variation did not influence the procedural competence of the pupils. The empty number line appears to be a very powerful model for the learning of addition and subtraction up to 100.Key Words: Addition, subtraction; Children's strategies; Early childhood, K-4; Early number learning; Mental arithmetic; Representations, modeling; Whole numbers Becker and Selter (1996) gave an overview of recent developments in mathematics education in elementary schools. Their central thesis was that "teaching is no longer seen as a treatment and learning as the effect.…”

“…Key Words: Addition, subtraction; Children's strategies; Early childhood, K-4; Early number learning; Mental arithmetic; Representations, modeling; Whole numbers Becker and Selter (1996) gave an overview of recent developments in mathematics education in elementary schools. Their central thesis was that "teaching is no longer seen as a treatment and learning as the effect.…”

Towards a Didactic Model for Assessment Design in Mathematics Education

“…Therefore, it seems clear that we need to augment significantly the psychometric model with a didactic model for assessment design. If this is achieved we believe that it will generate better assessment and better instruction -they are the two sides of the same assessment coin (Becker & Selter, 1996).…”

“…Nowadays, there is a much larger body of standardized tests from which to choose. Aside from the fact that decisions about education are based on scores that do not cover the richness of the present goals and teaching methods of mathematics education (cf., Becker & Selter, 1996), there are also some more silent influences that could be even more harmful.…”

Análise ontossemiótica de procesos instrucionais de matemática, melhoria de práticas e desenvolvimento profissional docente

“…Partilhamos a ideia de que "o que os alunos aprendem está fundamentalmente relacionado com o modo como o aprendem" (NCTM, 1994: 23): assim, para a promoção da autonomia e da aprendizagem de cada um e de todos os alunos, será determinante fomentar hábitos e práticas autónomas, nomeadamente na construção de conhecimento. As atividades que o professor planifica e posteriormente concretiza junto dos seus alunos deverão, assim, não esquecer que os alunos deverão saber explicar as suas ideias, saber justificar de forma fundamentada as suas opiniões e serem capazes de descrever os processos que desenvolveram na realização de actividades; no entanto, e no que se refere ao ensino da Matemática nos primeiros anos, diversos estudos apontam ainda como persistentes práticas de ensino de cariz mais elementar, que não valorizam o desenvolvimento de hábitos de pensamento, de discussão e de processamento matemáticos (Becker & Selter, 1994;Baroody, 1993;Ponte, Matos & Abrantes, 1998;Serrazina, 1998). As situações de formulação de problemas, de discussão sobre métodos e estratégias de carácter lógico-matemático, de realização de atividades de investigação e de argumentação deverão constituir-se como práticas sistemáticas na sala de aula com os alunos, nomeadamente pelo papel que poderão desempenhar na construção da sua própria autonomia.…”