Intervention on counting principles: program development and initial application

Authors

Keywords:

Numerical concept, Learning, Mathematics teaching.

Abstract

This article discusses the construction of an intervention program on counting principles for first grade children, as well as the pilot study that put it into practice to evaluate its applicability (quality of proposals, duration and children engagement) and dynamics (contextualization, previous motivation, activity and systematization). Initial application was performed with ten children from a state school located in Porto Alegre (RS). A field diary was the instrument used for recording the sessions progress. The results  showed a clear need for adjustments in the intervention (dynamics reorganization and selection of tasks), which were then made aimed at improving the program, enabling its future application in an experimental study.

Downloads

Download data is not yet available.

Author Biographies

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

Mestra em Educação pelo Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Sul. Licenciada em Pedagogia pela mesma universidade.

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

Professora associada do Departamento de Estudos Especializados da Faculdade de Educação e do Programa de Pós-Graduação em Educação, linha Aprendizagem e Ensino, da Universidade Federal do Rio Grande do Sul.

References

ALVES, Fabíola de Souza; BARBOSA, Gabriela dos Santos. Contagem e construção do número por crianças da educação infantil. Perspectivas da Educação Matemática, Campo Grande, v. 9, n. 21, p. 618-638, 2016.

ANTELL, Sue Ellen; KEATING, Daniel P. Perception of numerical invariance in neonates. Child Development, v. 54, n. 3, p. 695-701, 1983.

BARBOSA, Heloiza Helena de Jesus. Sentido de número na infância: uma interconexão dinâmica entre conceitos e procedimentos. Paidéia, Ribeirão Preto, v. 17, n. 37, p. 181-194, 2007.

BERCH, Daniel B. Making sense of number sense: implications for children with mathematical disabilities. Journal of Learning Disabilities, v. 38, n. 4, p. 333-339, 2005.

BRASIL. Ministério da Educação. Secretaria da Educação Básica. Diretoria de Apoio à Gestão Educacional. Pacto Nacional pela Alfabetização na Idade Certa: jogos na alfabetização matemática. Brasília: MEC/SEB, 2014.

CIRINO, Paul T.; FUCHS, Lynn S.; ELIAS, John T.; POWELL, Sarah R.; SCHUMACHER, Robin F. Cognitive and mathematical profiles for different forms of learning difficulties. Journal of Learning Disabilities, v. 48, n. 2, p. 156-175, 2013.

CLARKE, Ben; DOABLER, Christian; NELSON, Nancy J.; SHANLEY, Caroline. Effective instructional strategies for kindergarten and first-grade students at risk in mathematics. Intervention in School and Clinic, v. 50, n. 5, p. 257-265, 2015.

CORSO, Luciana V. Aprendizagem e desenvolvimento saudável: contribuições da psicopedagogia. In: SANTOS, Bettina S. S.; ANNA, Lucia de (org.). Espaços psicopedagógicos em diferentes cenários. Porto Alegre: EDIPUCRS, 2013. p. 64-76.

CORSO, Luciana V.; ASSIS, Évelin F. Reflexões acerca da aprendizagem inicial da matemática: contribuições de aspectos externos ao aluno. In: PICCOLI, Luciana; CORSO, Luciana V.; ANDRADE, Sandra dos S.; SPERRHAKE, Renata (org.). Pacto Nacional pela Alfabetização na Idade Certa PNAIC UFRGS: práticas de alfabetização, aprendizagem da matemática e políticas públicas. São Leopoldo: Oikos, 2017. p. 114-138.

CORSO, Luciana V.; DORNELES, Beatriz V. Senso numérico e dificuldades de aprendizagem na matemática. Revista Psicopedagogia, São Paulo, v. 27, n. 83, p. 298-309, 2010.

DEHAENE, Stanislas. Babies who count. In: DEHAENE, Stanislas. The number sense: how the mind creates mathematics. New York: Oxford University Press, 1997. p. 41-66.

DENNIS, Minyi Shih; SHARP, Emily; CHOVANES, Jacquelyn; THOMAS, Amanda; BURNS, Raquel; CUSTER, Beth; PARK, Junkoung. A meta-analysis of empirical research on teaching students with mathematics learning difficulties. Learning Disabilities Research and Practice, v. 31, n. 3, p. 156-168, 2016.

DORNELES, Beatriz Vargas. Princípios de contagem: uma construção progressiva. In: SEMINÁRIO PESQUISA EM EDUCAÇÃO: Região Sul, 5., 2004, Curitiba. Anais [...]. Curitiba: PUCPR, 2004. p. 1-12. CD-ROM.

DOWKER, Ann; SIGLEY, Graham. Target interventions for children with arithmetical difficulties. Understanding number development and difficulties. London: The British Psychological Society, 2010. p. 65-81 (BJEP Monograph Series II, 7).

DYSON, Nancy I.; JORDAN, Nancy C.; GLUTTING, Joseph. A number sense intervention for low-income kindergartners at risk for mathematics difficulties. Journal of Learning Disabilities, v. 46, n. 2, p. 166-181, 2011.

FUCHS, Lynn S.; FUCHS, Douglas. Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research & Practice, v. 16, n. 2, p. 85-95, 2001.

FUCHS, Lynn S.; POWELL, Sarah R.; SEETHALER, Pamela M.; CIRINO, Paul T.; FLETCHER, Jack M.; FUCHS, Douglas; HAMLETT, Carol L. The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning Individual Differences, v. 20, n. 2, p. 89-100, 2010.

GIL, Antônio Carlos. Métodos de pesquisa social. São Paulo: Atlas, 2009.

GELMAN, Rochel; GALLISTEL, Charles Randy. The child’s understanding of number. Cambridge: Harvard University Press, 1978.

JORDAN, Nancy C.; GLUTTING, Joseph; RAMINENI, Cahitanya. The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, v. 20, n. 2, p. 82-88, 2010.

LOPES, Anemari R. L. V.; ROOS, Liane T. W.; BATHELT, Regina E. O número: compreendendo as primeiras noções. In: BRASIL. Ministério da Educação. Secretaria da Educação Básica. Diretoria de Apoio à Gestão Educacional. Pacto Nacional pela Alfabetização na Idade Certa: quantificações, registros e agrupamentos. Brasília: MEC/SEB, 2014. p. 33-41.

MONONEN, Riikka; AUNIO, Pirjo; KOPONEN, Tuire; ARO, Mikko. A Review of early numeracy interventions for children at risk in mathematics. Early Numeracy Interventions, v. 6, n. 1, p. 25-54, 2014.

NELSON, Gena; POWELL, Sara. A sytematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilites, v. 51, n. 6, p. 523-539, 2018.

NUNES, Terezinha; BRYANT, Peter. Crianças fazendo matemática. Porto Alegre: Artes Médicas, 1997.

PASSOLUNGHI, M. Chiara; VERCELLONI, Barbara; SCHADEE, Hans. The precursors of mathematics learning: working memory, phonological ability and numerical competence. Cognitive Development, v. 22, n. 2, p. 165-184, 2007.

PRAET, Magda; DESOETE, Annemie. Enhancing young children’s arithmetic skills through non-intensive, computerised kindergarten interventions: a randomized controlled study. Teaching and Teacher Education, v. 39, p. 56-65, 2014.

RAMANI, Geetha B.; SIEGLER, Robert S. Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, v. 79, n. 2, p. 375-394, 2008.

SPINILLO, Alina Galvão. Usos e funções do número em situações do cotidiano. In: BRASIL. Ministério da Educação. Secretaria da Educação Básica. Diretoria de Apoio à Gestão Educacional. Pacto Nacional pela Alfabetização na Idade Certa: quantificações, registros e agrupamentos. Brasília: MEC/SEB, 2014. p. 20-29.

STARKEY, Prentice; COOPER, Robert G. Perception of number by human infant. Science, v. 210, n. 4473, p. 1033-1035, 1980.

STOCK, Pieter; DESOETE, Annemie; ROEYERS, Herbert. Mastery of the counting principles in toddlers: a crucial step in the development of budding arithmetic abilities? Learning and Individual Differences, v. 19, n. 4, p. 419-422, 2009.

TOLL, Sylke W. M.; VAN LUIT, Johannes E. H. Early numeracy intervention for low-performing kindergartners. Journal of Early Intervention, v. 34, n. 4, p. 243-264, 2013.

Downloads

Published

2019-12-31

How to Cite

Assis, Évelin F. de, & Corso, L. V. (2019). Intervention on counting principles: program development and initial application. Cadernos De Pesquisa, 49(174), 246–269. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/6560

Issue

Vol. 49 No. 174: out./dez.2019

Section

Articles

License

Copyright (c) 2019 Cadernos de Pesquisa

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Authors who publish in this journal agree to the following terms:

a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.

b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).