Intervention in counting principles with students from the first year of elementary school

DOI: https://doi.org/10.24109/2176-6681.rbep.100i256.4220
Keywords: case study, counting principles, intervention, mathematics education.

Abstract

This article presents an experimental study of intervention in counting principles, in order to investigate its efficacy. Thus, studies that investigated the predictive factors of mathematics outcomes are presented, as well as the academic profile of students with problems in this area and results of intervention researches. The experimental study counted with 136 students from the first year of elementary school from three public schools located in Porto Alegre, divided into control group (n=76) and experimental group (n=60). The intervention occurred two times a week, for two weeks, only with the experimental group. A statistical analysis of the data was carried through the Z test of comparison, and the results demonstrate the efficacy of the intervention program in counting principles, since students in the experimental group show statistically higher advances than those of the students in the control group.

Downloads

Download data is not yet available.

Author Biographies

Évelin Fulginiti de Assis, Universidade Federal do Rio Grande do Sul (UFRGS). Porto Alegre, Rio Grande do Sul, Brasil. 

Mestre pela Universidade Federal do Rio Grande do Sul (UFRGS). Porto Alegre, Rio Grande do Sul, Brasil.

Luciana Vellinho Corso, Universidade Federal do Rio Grande do Sul (UFRGS). Porto Alegre, Rio Grande do Sul, Brasil. 

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Porto Alegre, Rio Grande do Sul, Brasil.

Published
18-06-2019
How to Cite
FULGINITI DE ASSIS, ÉVELIN; VELLINHO CORSO, L. Intervention in counting principles with students from the first year of elementary school. Brazilian Journal of Pedagogical Studies , v. 100, n. 256, 18 Jun. 2019.
Issue
Vol 100 No 256 (2019)
Section
Estudos

Once their work is accepted for publication, author’s copyrights are automatically relinquished to the National Institute for Educational Studies and Research Anísio Teixeira (INEP).

Partial or total reproduction of the content of this Journal is permitted provided that the original publication is properly referenced.

Since 2016, the journal Revista Brasileira de Estudos Pedagógicos (RBEP) uses the licence CC-BY.