Made available in DSpace on 2015-04-09T12:28:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-09-26Bitstream added on 2015-04-09T12:47:22Z : No. of bitstreams: 1 000810682.pdf: 445908 bytes, checksum: 959ac6977b930250909dda84530baacf (MD5) / A compreensão do sistema posicional decimal é fundamental para a construção do conhecimento lógico-matemático. No decorrer da história, o homem concebeu grandes inventos, entre eles, o mais lúdico, soroban – ábaco japonês. No país do Sol nascente, a escola tinha como lema: ler, escrever e fazer contas, e este último era sinônimo de soroban. Após a invenção da calculadora eletrônica, houve um campeonato entre soroban e calculadora, e o primeiro venceu, comprovando que o ábaco japonês é tão ou mais eficaz e rápido quanto a nova tecnologia do momento. Através do soroban, é possível realizar todas as operações fundamentais, básicas da aritmética. Este trabalho tem como objetivo, demonstrar o potencial deste instrumento, não somente como material concreto e manipulável, mas como apoio na compreensão das operações de adição, subtração, multiplicação e divisão, assim como as suas propriedades. Ainda, há um pequeno relato da experiência e análise realizada na recuperação de 2013, com alunos do 7o ano, utilizando soroban. Acreditando que o professor deve buscar novos conhecimentos, para seu crescimento profissional, o aluno, que é o foco, também poderá crescer à medida que o professor acreditar, ousar, experimentar novos materiais e metodologias / Understanding the decimal positional systemis fundamental to the construction of logical mathematicalknowledge. Throughout history, mankind has conceivedgreat inventions, among them the playful soroban the Japanese abacus. In the Land of the Rising Sun, schools had as its motto: reading, writing and arithmetic, and the latter was synonymous with soroban. After the invention of the electronic calculator, there was a competition between soroban and calculator, and the first won, proving that the Japanese abacus is a effective and fast, or more, as the new technology available. Through the soroban all the fundamental basic operations of arithmetic can be performed. This work aims to show the potential of this tool, not only as a concrete and manipulable material, but as support to the understanding of addition, subtraction, multiplication and division operations, as well as their properties. Further, there is a short account of the experience and analysis of the use of soroban as support to 7th grade students who failed in 2013. In teaching-learning process, using the principle that the teacher must seek new knowledge to his/her professional growth, students which are the focus, can also grow as the teacher believe, dare and try new materials and methodologies

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

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The purpose of this study was to examine the effectiveness of a school-developed continuous-progress program in mathematics in terms of how well students achieved in arithmetic computation, concepts, and applications. The study also investigated the student's attitude toward arithmetic. Conclusions and Recommendations: 1. All students in grades four through six favored the continuous progress program over the conventional program in terms of arithmetic computation and concepts. Grades four through seven favored the continuous progress program in terms of arithmetic applications. A trend was noted that indicated the program was more effective for lower grade levels. It is recommended that the continuous progress be used with all fourth and fifth grade students and that a longitudinal study be developed for the fourth and fifth grades as they continue the experimental program through the eighth grade. 2. Sex is a doubtful factor in determining the effectiveness of the continuous progress program. A trend did appear in the area of arithmetic computation that indicated sex may be a greater factor in this variable than in the other three variables studied. It is recommended that further study be done concerning the relationship of sex to arithmetic achievement when using a continuous progress concept. 3. The third part of the study failed to reveal any trends in terms of grade level comparisons for any of the three twelve-week intervals. It was noted, however, that the middle twelve-week period produced much less variability (fewer significantly different comparisons) than did the first or last periods. It was also noted that the mean gain in computations scores decreased as the year progressed while the mean gain in application scores increased. This suggested that a study should be designed to investigate the relationship of the learning rate of students to the period of the year the material is being studied.

This research paper is a description and analysis of a test devised to measure knowledge of the four mathematical operations at the 6th grade level.

It is the purpose of this study to determine what effect a two week pre-school, inservice workshop in arithmetic for Mt. Diablo elementary school teachers have arithmetic achievement scores in the middle grades of that district.

"This paper is an account of a project which began primarily as an attempt to set up an activity program that would result in a high degree of accuracy in computational operations. It soon became evident that the activity was serving as an instrument for removing emotional blocks and relieving frustrations. A pleasant atmosphere of cooperative interprise took the place of classroom discipline, and the teacher found herself no longer a 'party to,' but a partner in a learning situation. The program has completed its fourth year. It has been revised, adapted, and added to, when the situation indicated a need. The classes taking part in the most recently revised activities are the ones whose performances are described in this paper"--Introduction. / "August, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 42-44).

The problem of this study was to determine if the mathematics achievement of selected second and third grade students is significantly improved by having had instruction in the Chisanbop technique. The purposes of this study were as follows: 1. To determine if the Chisanbop technique, when used in conjunction with a regular program of instruction, can significantly improve the mathematics performance of selected second and third grade students. 2. To determine if instruction by the Chisanbop technique is more effective with above average academic, average academic, or below average academic second and third grade students in improving mathematics performance. 3. To extend the body of knowledge with regard to the teaching of mathematics at the elementary school level.

This thesis looks at what the Forth Worth public schools have accomplished with their revised curriculum in arithmetic, and whether such achievement can be demonstrated.