Дисертації з теми "Second level education"
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Davey, C. "Gender & subject choice in second level education." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.
Повний текст джерелаKanakri, Aseel M. Kanakri. "EXAMINING SECOND LANGUAGE INSTRUCTION AT THE HIGHER EDUCATION LEVEL: A MULTICASE STUDY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510787011311772.
Повний текст джерелаLeLoup, Jean Willis. "The effect of interest level in selected text topics on second language reading comprehension." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240427519.
Повний текст джерелаMcDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.
Повний текст джерелаTyler, Judith Mary. "Job satisfaction, occupational stress and opportunities for continuing professional education among second level (enrolled) nurses." Thesis, University of Hertfordshire, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259617.
Повний текст джерелаYoung, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.
Повний текст джерелаMestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.
Повний текст джерелаMestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
Palancia
Mubireek, Sami AL. "Level of Adoption of the Internet by ESL Teachers at The Ohio State University." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392388380.
Повний текст джерелаGu, Mingyue. "The discursive construction of English language learners' motivation in China a multi-level perspective /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38895456.
Повний текст джерелаJanopoulos, Michae. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.
Повний текст джерелаGentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.
Повний текст джерелаKoptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.
Повний текст джерелаMorrissey, Mairead M. "Development and evaluation of an interactive CD-ROM for the promotion of nutrition education in second level schools." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399061.
Повний текст джерелаLandon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.
Повний текст джерелаThis study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).
These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.
Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.
Повний текст джерелаThis study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.
Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.
Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.
Bonemery, Anne M. "Influences on the retention of students from the first to the second semester of foreign language study at the community college level." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583475.
Повний текст джерелаStudies on the retention of students from one semester to another semester or one year to another year in foreign language study are scant in higher education. Furthermore, these studies are limited to research at four-year colleges and universities. This mixed methods study of first and second semester foreign language students at three community colleges in New England seeks to discover the factors that influence students to continue or not to continue to a second semester of foreign language study upon completion of the first at the two-year schools. Variables such as student gender, age, and race/ethnicity are explored to determine if they influence student decisions to continue to a second semester of foreign language study. Other variables, including curriculum design, teaching materials, and instructional strategies used in first semester foreign language classes, are investigated to determine if they are factors in student decisions to continue to a second semester of foreign language study at the community college level.
Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Повний текст джерелаKreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.
Повний текст джерелаEnglish second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.
Kraft, Sharmila Sohl. "Second year teachers perceptions of induction program training and support and their level of teacher efficacy when working with diverse students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2515.
Повний текст джерелаLynas, John Robert. "From conception to fruition : a study of the creation of a second level grant maintained integrated school in Northern Ireland." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273657.
Повний текст джерелаElsayed, Ahmed. "The relationship between the level of acculturation in American (English-speaking) culture and language proficiency in Arabic among adolescents." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646963.
Повний текст джерелаThe purpose of this study is to describe the relationship between acculturation and Arabic language skills in Arab American youth in a community center setting. Seventy Arabic speaking students at the age of 13 through 17 in a Midwestern state were selected on a non-random sampling basis to participate in this study. Three main measures were used to collect data: (1) Student Demographic Survey, (2) student acculturation scale and (3) the Victorian Certificate of Education (VCE Exam).
Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate two research hypotheses of this study. Two statistical tests were used: Pearson product moment correlations were used to determine if the level of acculturation was related to the students' language proficiency in Arabic. A multiple linear regression analysis was used to determine if acculturation could be used to predict Arabic proficiency after controlling for age, gender, years of school in the United States and years of formal education in Arabic. The demographic variables were entered first in the multiple linear regression analysis to remove their effects on Arabic language proficiency. There were non-significant relationships between the variables. Explanations were provided regarding why the research hypotheses were not supported. Potential future research is also examined.
Sandage, Donna Lou. "Recall of visual and verbal information from authentic video by second, fourth, and sixth semester learners of German at the high school level /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu148784937729641.
Повний текст джерелаCheong, Yun-Yee. "Examining second language reading : a critical review of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10062218/.
Повний текст джерелаStefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.
Повний текст джерелаGensler, Amanda M. "The Perceptions and Practices of Culturally Responsive Teaching of College Level ESL Instructors." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595924487057522.
Повний текст джерелаGu, Mingyue, and 谷明月. "The discursive construction of English language learners' motivation in China: a multi-level perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38895456.
Повний текст джерелаBlumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.
Повний текст джерелаBenson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.
Повний текст джерелаLarson, Elizabeth Wellman. "An observation and analysis of teacher foreigner talk in an English as a second language classroom at the secondary level : an ethnographic perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250014790.
Повний текст джерелаMatas, Amanda Keri. "Analyzing Best Practices in the Schooling of Secondary-Level Latino Newcomer Immigrant Youth: A Comparison Study of Two Yearlong Specialized Programs." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/68.
Повний текст джерелаBouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.
Повний текст джерелаColby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.
Повний текст джерелаDans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.
Holm, Ingrid. "Level up : Lärares syn på fritidsengelska aktiviteter hos elever i årskurs 4–6." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75567.
Повний текст джерелаSyftet med den här studien är att undersöka hur lärare som undervisar i engelska i årskurs 4-6 ser på fritidsengelska i skolan, eventuella fördelar och nackdelar som fritidsengelska innebär, men också hur man undervisar för att främja förvärvandet av engelska hos eleverna. Studien utgår från följande frågeställningar: Vilka undervisningsmetoder främjar elevers språkförvärvande av engelska enligt lärare i årskurs 4-6? Vad ser lärare för kopplingar mellan elevers fritidsengelska och deras inställning till, och kunskaper i, engelska? Låter lärare elevernas fritidsengelska ta plats i klassrummet, och i så fall hur? Resultat från intervjuer med fem lärare från fyra grundskolor, samt enkätsvar från 122 lärare, har använts för att skapa underlag till studien. Av resultaten framgår det att medverkande lärare anser att elevers inställning till engelska, både som språk och som skolämne, är huvudsakligen positiv. Ur lärarnas perspektiv reflekteras elevernas positiva inställning i deras produktion av engelska. Majoriteten av lärarna uttrycker även att de inkluderar fritidsengelska element i sin undervisning. Studien kan vara av intresse ur ett didaktiskt perspektiv då den ger en inblick i hur lärare idag ser på, och använder sig av, fritidsengelska i sin undervisning.
Byrne, Delma V. "The influence of early work experiences undertaken before leaving second level education on the socio-economic outcomes of school leavers in the Republic of Ireland." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/24010.
Повний текст джерелаGriffin, Catherine Rosarii. "The mediation of market-related policies for the provision of public second level education : an international comparative study of selected locations in England, Ireland and the USA." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:36b5b5cc-8e09-4c31-9a54-083e1c824d67.
Повний текст джерелаHealy, Kathleen Goretti. "A study into the factors that encourage candidates to apply, or discourage them from applying, for Principal positions in Catholic second level schools in the Republic of Ireland and Northern Ireland." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:13972.
Повний текст джерелаShak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
Повний текст джерелаRiley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.
Повний текст джерелаPillay, Lionel Franklin. "Some reading problems encountered by Ciskeian second language English readers in subject content areas, with special reference to geography at the Standard Six level." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001434.
Повний текст джерелаHadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.
Повний текст джерелаBerg, Jonas, and Jerry Olsson. "The Role of Communicative Confidence in the Swedish English Education Are the Learners Ready for the Global Arena?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27534.
Повний текст джерелаHaapala, Brundin Daniel. "Likvärdighet, i vilket syfte för vem och när? : En idéanalys av likvärdigheten i utbildningssystemet från grundskola till gymnasiet utifrån frihetsbegreppet." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44015.
Повний текст джерелаAbukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.
Повний текст джерелаÖsterqvist, Heléne. "Avslutande prov i svenska som andraspråk-eller inte?" Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65245.
Повний текст джерелаSkolverket constructs and distributes final examination in Swedish as a second language. These tests are only given to younger students at compulsory level, not to adult students. The students' test results can give an idea of whether the language proficiency in Swedish is sufficient to move to Swedish as a secondary language at upper secondary level. This smaller study treats how teachers in adult education perceive whether or not the final exam test is necessary. How this is formulated in the curriculum for adult education and the syllabus for Swedish as a second language is also examined. Some language researchers' views on knowledge, learning and assessment constitute the theoretical point of origin. The results of the study indicate that the final exam tests are demanded by the teachers. Teachers perceive that even students request these tests. This is compared with the central documents supporting the final exam to provide teachers with support in their assessment. Some theorists' views on knowledge, learning, testing and assessment are also discussed to clarify a motivation for the final exam.
Steinagel, Lane O. "The Effects of Reading & Reading Strategy Training on Lower Proficiency Level Second Language Learning." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1116.pdf.
Повний текст джерелаDunn, Suzanna. "Validating the Vocabulary Levels Test with fourth and fifth graders to identify students at-risk in vocabulary development using a quasiexperimental single group design." Thesis, Argosy University/Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577320.
Повний текст джерелаThis quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year.
Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students.
Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.
Повний текст джерелаCzaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
Повний текст джерелаMhlongo, Goodfriday Johannes. "The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo." Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.
Повний текст джерелаMA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014
Silva, Maria João. "Os problemas de adição e subtracção nos manuais do 2º ano de Matemática." Master's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/944.
Повний текст джерелаO conhecimento que a criança vai adquirindo resulta das suas experiências quotidianas, do conjunto de situações que lhes vai proporcionando esquemas de pensamento acerca do mundo que a rodeia. Perante situações que ela não consegue explicar ou resolver, ela vai colocando hipóteses e explorando diversas formas de resolução. No caso dos conhecimentos matemáticos, esta situação não é diferente. A criança vai construindo teoremas-em-acção de modo a resolver situações problemáticas localizadas, dando início à elaboração de noções matemáticas, como representar, relacionar e operar com quantidades, por exemplo. Com a entrada para a escola, a criança vai sendo confrontada com um saber institucional ''decretado" e transmitido por alguém mais competente. Muitas vezes, acontece, as crianças tentarem adaptar os seus esquemas ao conhecimento transmitido, o que pode originar dificuldades na aprendizagem. É através da confrontação com problemas para os quais não tem uma solução e que não servem as ideias que foi construindo, que a cnança vai alterando as suas concepções e evoluindo para teoremas mais abstractos e adequados. Perante a resolução de diferentes categorias de problemas, nos quais se fazem variar as relações semânticas, a posição da incógnita, a posição da pergunta a investigar, entre outros aspectos, a criança domina diferentes propriedades do mesmo conceito. No caso deste estudo, os conceitos a dominar são o de adição e o de subtracção. É também documentado, por várias investigações acerca das práticas pedagógicas levadas a cabo dentro da sala de aula, que os manuais escolares desempenham um papel fundamental. por vezes orientador, destas práticas e do conhecimento a adquirir pelos alunos. Centrando-se nestas perspectivas, o presente estudo pretendeu analisar os manuais escolares do 2o ano de escolaridade, da disciplina de Matemática, mais utilizados pelas escolas portuguesas, em relação as categorias de problemas aditivos e subtractivos que apresentavam. Estabelecendo-se duas análises distintas: por um lado, comparar os manuais entre si, no que respeita, à proporção de problemas aditivos e subtractivos em relação ao número de exercícios aditivos e subtractivos e às categorias de problemas aditivos e subtractivos que apresentavam (analisados segundo a tipologia de problemas de Vergnaud, 1982); por outro, averiguar se as diferenças entre os manuais se reflectiam em diferenças significativas nos desempenhos das crianças que tinham o ensino da Matemática, baseada naqueles manuais. A amostra do estudo compreendeu um total de 60 crianças, do 2o ano de escolaridade, da região de Lisboa, com uma média de idade de 7 anos e 11 meses, divididas por três grupos, consoante os manuais em análise: Amiguinhos, Fio-de-Prumo e Eu e o Bambi. De modo a homogeneizar os grupos, consideraram-se os resultados das Matrizes Progressivas Coloridas de Raven. A análise feita aos manuais consistiu na contagem do número de exercícios e de problemas aditivos e subtractivos, existentes nos manuais em estudo, e na categorização desses problemas, baseada na tipologia de problemas de Vergnaud (1982). Para alguns dos manuais, foi ainda averiguada a posição da incógnita para todas as categorias de problemas. Os desempenhos dos participantes foram analisados segundo o processo de resolução de quatro categorias diferentes de problemas aditivos e subtractivos, a saber: composição de duas medidas (categoria I), transformação unindo duas medidas (categoria II): relação estática entre duas medidas (categoria III), e composição de duas transformações (categoria IV) (Vergnaud, 1982). A análise estatística efectuada (teste paramétrico t-student) e para um nível de significância de alpha= 0,05, confirmou a existência de diferenças significativas no desempenho dos participantes de cada grupo, na resolução de problemas de duas categoria de problemas {composição entre duas medidas e relação estática entre duas medidas), em função da posição da incógnita. Contudo, a análise estatística efectuada para avaliar os desempenhos dos participantes na resolução de problemas de adição e de subtracção, (teste paramétrico ANOVA, para uma nível de significância de alpha= 0.05). revela que não existem diferenças significativas entre os grupos definidos pelo manual. As grandes ilações retiradas do estudo são as seguintes: a marcada predominância de exercícios de cálculo em detrimento de problemas aditivos e subtractivos; também, a predominância de uma determinada categoria de problemas, nos manuais analisados; e a ausência de diferenças significativas no desempenho dos diferentes grupos nas várias categorias de problemas, mas a presença de diferenças significativas na resolução de problemas de cada categoria, em função da posição da incógnita.