Bibliographic record
Abstract
The experience report results from a pedagogical proposal experienced on Financial Education in daily school life, at the Eva Vieira de Almeida Municipal School, during the THIRD Quarter of 2015. During the proposal experience, the class was composed of 26 students, after surveys and evaluation about the learning of students' indifferent levels and also in lag in learning reading, writing, and mathematical language, it was understood the need for a teaching proposal – meaningful and comprehensive learning. The fundamental objective was to stimulate mathematical knowledge through knowledge of the Monetary System, promoting learning situations, collaboratively and pleasantly. The proposal was developed in an interdisciplinary way through various experiences and methodologies, in order to insert students in mathematical knowledge in a conscious and participatory way, promoting exchange of knowledge and acquisition, among them : story telling, emphasizing the importance of the economy for financial control; fair emphasizing the purchase and sale of scrapped products, with the involvement of students replacing employees of a trade; handling and contact with coins and banknotes (paper buck); workshop of recycling piggy banks and wallets; listening and musical understanding on the subject. After the results obtained , we reflected on the pedagogical practice and realized that the pedagogical proposal was favorable, because the results were positive and motivated the students in the classes to have a new attitude towards knowledge, because the students demonstrated their experiences, mastery of the contents covered and exchange of consolidated knowledge.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".