Caracterização de práticas de ensino e delineamentos de recursos didáticos para área curricular de matemática no ensino fundamental
Notice bibliographique
Résumé
The proposal and curricular guidelines for elementary school of Mathematics and São Paulo Student Performance Appraisal System (Sistema de Avaliação do Rendimento Escolar de São Paulo) -SARESP suggest curriculum content and learning expectations expressed as skills which could be assessed at the end of Cycles I and II.Basing on the Behavior Analysis theories, this study aimed to analyze video recorded 4th and 8th grade classes, considering two goals: 1) to characterize the educational practices of public school teachers, when teaching contents in mathematics with emphasis on identifying and describing consistencies among the recorded teaching contingencies, the contents taught as well as the skills explained in the documentation specified above and 2) to verify if the characterization of these teachers' educational practices would constitute in a favoring condition for the instructional design of educational resources for teaching mathematics contents provided in the same documentation previously mentioned The first goal justified the realization of the Analysis and Description Procedure, completing the three stages concerned, according to the following sequence: video recording selection of two teaching units (TUs) and linking skills and competencies parameterized by SARESP to the teaching practices of two teachers; descriptions and analysis of the observed interactions; synthesis of both TU analysis, pointing the most frequent actions in the teachers' educational practices.Through the synthesis referred, it was found that the teachers have chosen not (1) to provide conditions in which students could develop their own answers to the proposed activities and (2) to present immediate consequences related to the students' answers, (3) to explore possible relations for controlling the answers given by students who differed from those predicted previously.For the second goal, the Proposals Procedure for the Educational Resources was established and developed in three stages as well: a) description of the educational program of each TU observed; b) summary of the main characteristics of the educational practices, c) teaching resource design.The designed resources had as a subsidy the characteristics identified in the analysis of the teachers' educational practices.Two resources were proposed, one for each teacher and subject taught in the TUs.These resources have explored the proposition of the effective teaching considering the three characteristics identified above and derived from the performance observation for each teacher.According to the analyses, it was inconclusive to estimate correspondences between the observed performance of the students with respect to the development of the predicted competencies and skills, because the elaborated learning conditions and the way they were conducted did not provide sufficient subsidies for such a conclusion.The characterization of possible contingence relations based on the analysis of the student interactions -teaching materials -teacher that occur in this environment, is shown as an alternative to the development of educational resources, since they can be designed to address the professional performance characteristics of the teacher, as well as to expand the possibilities of presenting the behavioral repertoires which define the desired learning.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,017 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».