Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose for this study is to look at the effects of a specific comprehension strategy—Reciprocal Teaching (RT; Palincsar & Brown, 1983,1984) on the performance of intermediate elementary students in the intermediate elementary grades on a standardized literacy assessment. The study was carried out in two implementation stages: a pilot with a small sample of fourth graders and a full-scale study with third, fourth, and fifth graders in a suburban public school district in the Midwest. The pilot study was implemented in two fourth grade classrooms, a total of 39 students, nine of which met the criterial for the experimental group who scored below the 25th percentile on an AIMSweb Maze 2016 fall benchmark. The full-scale study consisted of 269 students in grades three, four, and five across the same district, except for the fourth graders who previously were involved in the pilot. There were 71 students who met the criteria for the experimental group of scores below the 25th percentile on an AIMSweb Maze 2016 winter benchmark; however, after signed consent forms were returned, 59 participated. The students in the experimental group participated in intervention utilizing RT for approximately four weeks in Tier II small groups, instructed by classroom teachers at each elementary school. Regression discontinuity was used to determine the effect of RT on the students’ comprehension as indicated by their spring benchmark scores. The results of the pilot study showed a significant main effect in the scores along the regression line, indicating a positive effect for the intervention. Regression discontinuity analysis between groups indicated that a significant main effect exists for the intervention group. The full-scale study examined the effects per grade level for all students and with a set caliper for students whose scores were four points above and below the cut-off point, or winter 2016 benchmark, for the grade level. The results of the full-scale study focusing on all scores showed a significant main effect in the scores along the regression line, indicating a positive effect for the intervention for all grades; the effect was significant for all grades, but mostly for fourth and fifth graders. Regression discontinuity analysis between groups indicated that a significant main effect exists for the intervention group. When looking at scores within the caliper of four points above or below the benchmark, all scores showed a significant main effect in the scores along the regression line, indicating a positive effect for the intervention for all grades. Regression discontinuity analysis between groups indicated that a significant main effect exists for the intervention group within the caliper at each grade level.

Στην παρούσα εργασία επιχειρείται να προσεγγιστεί το επιστημονικό έργο του Ελβετού εθνομουσικολόγου Samuel Baud-Bovy, ο οποίος αφιέρωσε ένα μεγάλο μέρος της ζωής του στην μελέτη της ελληνικής παραδοσιακής μουσικής. Παράλληλα θα επιδιώξουμε να ανιχνεύσουμε τις πλευρές εκείνες του έργου του οι οποίες μπορούν να διδαχθούν στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση. Η εργασία χωρίζεται σε δυο μέρη: στο πρώτο μέρος, αρχικά παρουσιάζεται η ζωή και το έργο του Samuel Baud-Bovy και τα στοιχεία εκείνα που τα πλαισιώνουν, στην συνέχεια παρουσιάζεται το θεωρητικό πλαίσιο που αφορά την επιστήμη της λαογραφίας και κατ’ επέκταση της εθνομουσικολογίας, καθώς και αρκετά στοιχεία που αφορούν το ελληνικό δημοτικό τραγούδι. Το πρώτο μέρος ολοκληρώνεται με την ανάλυση των δεδομένων που προέκυψαν από την μελέτη μας πάνω στο έργο του Baud-Bovy. Στο δεύτερο μέρος, μέσα από ένα θεωρητικό πλαίσιο που αφορά Παιδαγωγικές και Μουσικοπαιδαγωγικές θεωρήσεις, προτείνουμε μια διδακτική παρέμβαση, αναδεικνύοντας μέσα από το έργο του Baud-Bovy, τα στοιχεία εκείνα τα οποία πιστεύουμε ότι μπορούν να διδαχθούν. / The present work is an attempt to approach the scientific work of Swiss ethnomusicologist Samuel Baud-Bovy, who has devoted a large part of his life in the study of Greek traditional music. In addition we will try to detect those aspects of his work which can be taught in primary and secondary education. The study is divided into two parts: the first part, presents data about the life and work of Samuel Baud-Bovy and examines the theoretical framework the science of folklore and- by extension the ethnomusicology- establishes (information referring to the Greek traditional songs is also included). The first part concludes with the analytic presentation of the work of Baud-Bovy. In the second part, based on a theoretical framework related to teaching music, we propose a teaching intervention, that highlightens the work of Baud-Bovy and focuses on these elements which we believe can be incorporated in primary/secondary education.

Made available in DSpace on 2016-04-27T16:57:14Z (GMT). No. of bitstreams: 1 Eduardo Lopes de Macedo.pdf: 3234956 bytes, checksum: 165480a4f1c72644c6ab9759cfcdf11b (MD5) Previous issue date: 2012-02-13 / Secretaria da Educação do Estado de São Paulo / This research aimed at investigating the potential of a teaching material which had been designed based on the previous knowledge of Adult Education students and under the perspective of the Theory of Conceptual Fields for the learning of the concept of Simple Proportion. Aiming at meeting the objective above, a quasi-experimental study was designed to be applied with two classes at a state school in the city of São Paulo. These classes constituted two groups of 20 students; the control group (CG) who received conventional classes on the subject of Simple Proportion - and the experimental group (EG) who underwent a different teaching intervention, based on the apprehension of the concepts by means of situations that were representative of the students daily practices. Participants underwent a pre-test at the beginning of the research and a post-test after the intervention had been carried out. The theoretical framework for this research encompassed the theory of Conceptual Fields, as proposed by Vergnaud (2009). We also used the correlated study by Magina, Santos, Merlini (in press). We have decided to investigate our results by means of two types of analyses: quantitative analysis, carried out by means of comparisons between groups and our research variables; and qualitative analysis, carried out by interpreting strategies employed in the solution of problems, and by interpreting the mistakes made by the students. For reliability purposes, data analyzed quantitatively were treated statistically. Analyses show that on the post test, the EG students had a meaningful improvement; matching their results on the variables of analyzed researched; improved the use of known strategies; internalized new solution strategies. Results allowed us to infer that the learning process of the concept of Simple Proportion is effective when based on adult students previous knowledge, and within the perspective of the Theory of Conceptual Fields. At the end of the study, students showed a broader understanding of the concept studied, besides showing an enhanced capacity of reflection about the use of the more effective strategies for the solution of proposed problems / A presente pesquisa teve por objetivo investigar as potencialidades de uma sequência de ensino, elaborada com base nos conhecimentos prévios dos estudantes da EJA e à luz da Teoria dos Campos Conceituais, para a aprendizagem do conceito de Proporção Simples. Com o intuito de atingir tal objetivo elaborou-se um estudo, de metodologia quaseexperimental, com duas turmas de uma escola da rede pública estadual da cidade de São Paulo. Essas turmas constituíram dois grupos, compostos por 20 estudantes cada; o grupo de controle (GC), que teve aulas convencionais sobre o conceito de Proporção Simples, e o grupo experimental (GE), que passou por uma intervenção de ensino diferenciada, baseada na apreensão desses conceitos por meio de situações que representavam práticas cotidianas do estudante. Todos os participantes passaram por um pré-teste, no início do trabalho, e um pós-teste, realizado após a intervenção de ensino. A fundamentação teórica da pesquisa contou com a teoria dos Campos Conceituais proposta por Vergnaud (2009). Utilizamos, ainda, o estudo correlato de Magina, Santos, Merlini (no prelo). Decidimos investigar nossos resultados com duas análises: a quantitativa, realizada nas comparações entre os grupos e de nossas variáveis de pesquisa; e a qualitativa, realizada na interpretação das estratégias de resolução utilizadas e dos erros cometidos pelos estudantes. Para efeito de confiabilidade dos dados analisados quantitativamente, estes foram tratados estatisticamente. As análises apontaram que, no pós-teste, os estudantes do GE tiveram um crescimento significativo, equipararam seus resultados nas variáveis de pesquisa analisadas, aprimoraram o uso de estratégias conhecidas, apropriaram-se de novas estratégias de resolução. Os resultados permitiram inferir que o processo de aprendizagem do conceito de Proporção Simples, pautado nos conhecimentos prévios dos estudantes da EJA e à luz da Teoria dos Campos Conceituais, mostrou-se um método eficiente. Ao final do estudo, os estudantes apresentaram uma compreensão ampliada acerca do conceito abordado, além do aumento da capacidade de reflexão sobre o uso das estratégias mais eficazes para a resolução das questões propostas

Made available in DSpace on 2016-04-27T16:58:21Z (GMT). No. of bitstreams: 1 marilia oliveira.pdf: 512801 bytes, checksum: 56725472fefea3a7236256a54c6db6aa (MD5) Previous issue date: 2004-10-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this paper was to investigate the formation of algebraic language and the construction of its meanings supported by the coding/decoding game. The study set out to answer the question "What are the contributions that the coding/decoding game brings to the construction of meanings of the algebraic language?". I to answer the question, an experimental work was developed with two groups of Sixth Grade Fundamental School students in São Paulo municipal public educational system. The research introduced a learning intervention divided in two fases and three diagnostics instruments pre, intermediate and post tests applied at the beginning, middle and at the end of the learning intervention. One of the groups - the experimental group - participated in the application of the tests, in the coding/decoding game (Phase I of intervention) and in the problem solving activities, establishing connections between the game and formal Algebra (Phase II of intervention). The other group - the control group - participated in the application of diagnostic instruments, in the learning of how to solve equations (Phase I of intervention) and in the learning of how to solve complex equations and problems (Phase II of intervention) The results indicate a superior algebraic performance in the experimental group in relation to the control group. Such superiority was even more evident in the exercises concerning the algebraic language. These data allow the conclusion that the introduction to Algebra supported by the coding/decoding game brings about significant results for the algebraic objects meaning constitution / A presente dissertação teve por objetivo investigar a formação da linguagem algébrica e uma construção de significados para essa linguagem, com o auxílio do jogo codificação-decodificação. O estudo se propôs a responder a seguinte questão de pesquisa: quais as contribuições que o jogo codificaçãodecodificação traz para a construção de significados da linguagem algébrica? . Para tanto, desenvolvemos um trabalho experimental com dois grupos de alunos da 6ª série do Ensino Fundamental de uma escola da rede pública municipal de São Paulo. A pesquisa constou de uma intervenção de ensino, dividida em duas fases, e três instrumentos diagnósticos pré, intermediário e pós testes aplicados, respectivamente, no início, no meio e no fim da intervenção de ensino. Um dos grupos grupo experimental participou da aplicação dos testes, do jogo codificação-decodificação (fase I da intervenção) e das atividades de resolução de problemas, estabelecendo conexões entre o jogo e a Álgebra formal (fase II da intervenção). O outro grupo o grupo de controle participou da aplicação dos instrumentos diagnósticos, da aprendizagem de resolução de equações (fase I da intervenção) e da aprendizagem de resolução de equações complexas e problemas (fase II da intervenção). Os resultados obtidos apontam uma superioridade de desempenho algébrico do grupo experimental em relação ao grupo de controle. Esta superioridade foi ainda mais evidente nos exercícios que questionavam acerca da linguagem algébrica. Tais dados nos permitem concluir que a introdução à Álgebra, auxiliada pelo jogo codificação-decodificação, produz resultados significativos para a constituição de significados dos objetos algébricos

Made available in DSpace on 2016-04-27T16:59:01Z (GMT). No. of bitstreams: 1 Silvana Pereira.pdf: 9940886 bytes, checksum: 6c3c9c68b3eec7bb8eb38411440743b7 (MD5) Previous issue date: 2009-10-21 / Secretaria da Educação do Estado de São Paulo / The purpose of this study was to investigate the progress and limitations of an educational intervention in the 6th year of elementary school to a public school in the State of São Paulo, in order to answer the following research question: "What are the advances and limitations that an educational intervention for students in 6th grade of elementary school with a view to appropriate reading and interpreting graphs and tables? We've developed a research interventionist nature, which was attended by two groups: an experimental group - EG with 35 students, through the intervention of education and the application of two diagnostic tests, and the other was the control group - CG, also with 35 students, which were applied to diagnostic tests, both formed by students in the 6th grade of elementary school. The theoretical framework of this research relied on studies Wainer (1992) for the tables were also used studies Curcio (1989) on understanding graphics, and the Theory of Semiotics Records Offices of Duval (1992). The data collected through the diagnostic tests were analyzed in light of those theories. And this analysis showed us a significant performance by students of GE in the post-test. The results were analyzed qualitatively and quantitatively and allowed us to infer that the teaching intervention was effective in its purpose of promoting learning / O objetivo desta pesquisa foi investigar os avanços e limitações de uma intervenção de ensino no 6º ano do Ensino Fundamental de uma escola da Rede Pública do Estado de São Paulo, com a finalidade de responder a seguinte questão de pesquisa: Quais os avanços e limitações que uma intervenção de ensino para alunos do 6º ano do Ensino Fundamental com vistas à apropriação de leitura e interpretação de gráficos e tabelas? Para tanto, desenvolvemos uma pesquisa com caráter intervencionista, a qual contou com dois grupos: um grupo experimental GE com 35 alunos, passando pela intervenção de ensino e a aplicação de dois testes diagnósticos, e o outro foi o grupo controle GC, também com 35 alunos, no qual foram aplicados os testes diagnósticos, ambos formados por alunos do 6º ano do Ensino Fundamental. O quadro teórico dessa pesquisa contou com os estudos de Wainer (1992) referentes às tabelas, também foram utilizados os estudos de Curcio (1989) sobre compreensão gráfica, e a Teoria de Registros de Representações Semióticas de Duval (1992). Os dados coletados por intermédio dos testes diagnósticos realizados foram analisados a luz dessas mesmas teorias. E essa análise mostrou-nos um desempenho significativo por parte dos alunos do GE no pós-teste. Os resultados, analisados qualitativa e quantitativamente nos permitiram inferir que a intervenção de ensino foi eficaz no seu propósito de promover a aprendizagem. O destaque positivo da intervenção ficou por conta das questões relacionadas ao nível avançado, tanto na leitura e interpretação de tabelas quanto nos gráficos, cujos resultados foram significativos e superiores aos obtidos no nível intermediário

Philosophiae Doctor - PhD / In this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.

Notre recherche de développement en didactique s’est articulée autour de deux pôles : l’engagement actif des élèves dans les paradigmes constructivistes de l’apprentissage par compétences et l’amélioration technologique d’un environnement de laboratoire utilisant la nouvelle technologie des systèmes MicrolabExAO. Pour ce faire, nous nous sommes intéressés aux possibilités didactiques offertes par ce nouvel environnement MicrolabExAO qui permet aux apprenants de réaliser leurs propres instruments de mesure électroniques avec l’expérimentation assistée par ordinateur (ExAO). En développant une intervention didactique appropriée, nous voulions permettre à l’élève non seulement de construire ses instruments, mais aussi d’en comprendre le fonctionnement. Par la réalisation concrète de quatre instruments de mesure, l’élève s’est approprié progressivement une démarche de résolution de problèmes complexes mobilisant des savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie. Dans l’activité finale de l’intervention didactique, pour vérifier le niveau d’intégration de cette démarche technoscientifique, nous avons demandé aux apprenants de transférer leurs apprentissages en situation nouvelle en construisant un manomètre de manière autonome. Ce faisant, les apprenants ont déployé leurs savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie pour construire l’instrument de mesure et en expliciter le fonctionnement, effectuant ainsi un apprentissage interdisciplinaire. Comme ils n’ont obtenu aucune directive de la part de l’enseignant ni aucun protocole de manipulations, nous pouvons dire qu’ils étaient placés dans une situation adidactique qui leur a permis de manifester une expertise de traitement interdisciplinaire. / Our developmental research in didactics has focused on two distinct aspects : The students' active engagement under the constructivist paradigms of competency-based learning and the technological enhancement of laboratory settings using the new MicrolabExAO environment. Towards these ends, we have explored the teaching possibilities offered by MicrolabExAO which allows learners to design their own electronic measuring tools with the computer assisted experimentation. By developing an appropriated teaching intervention, we wanted to enable the student not only to build his/her tools, but also to understand how they work. Through the actual implementation of four measuring tools, the student has progressively developed his/her own approach to resolving complex problems which call upon knowledge and skills in experimental sciences, mathematics and technology. In the final activity of the teaching intervention, with the objective of assessing the level of integration of this technoscientific approach, we have asked the learners to apply their new knowledge within the framework of building a manometer on their own. In doing so, the learners have deployed their knowledge and skills in experimental sciences, mathematics and technology in order to build the measuring tool and to explain its functioning, thereby achieving interdisciplinary learning. Since they have been given neither instructions from the teacher, nor operating protocols, we can say that they have been put in an adidactical situation which allowed them to demonstrate interdisciplinary expertise in their approach.

Made available in DSpace on 2016-04-27T16:58:57Z (GMT). No. of bitstreams: 1 Rogerio Fernando Pires.pdf: 4548317 bytes, checksum: a93aaf28cda3e21bb2e732f4c2db6628 (MD5) Previous issue date: 2009-10-22 / Secretaria da Educação do Estado de São Paulo / This study aimed to achieve an interventional study to investigate the real possibilities of introducing the concept of affine function in the 7th year of elementary school, contrary to what is traditionally offered in the official documents of the Brazilian education. In fact, function is usually introduced only in the 9th year of elementary school, or at 1st year of high school, whilst our goal is to shorten this release for at least two school years. The research question of the study is: What are the real possibility of introducing the concept of affine function in the 7th year of elementary school by means of solving problems? In order to answer such question it was developed a quasi-experimental research which was conducted with 53 students from a public school sited in the Salto de Pirapora City, in São Paulo State. These students were divided into two groups: the experimental group (GE) formed by 29 students who took part in a teaching intervention planned to introduce the basic concepts of affine function - and control group (CG), composed by 24 students who did not have any type of teaching on the issue. All students had never being formally studied function before. All participants were given a pre and a post-test. The study was based on mathematical modeling, inspired mainly in Bassanezi´s ideas (2007), as well as Biembengut and Hein (2007). The results in the pre and in the post-test, in the two groups, were analysed according to the number of correct responses and according to the types of errors students made. It confirmed that no significant differences were found between groups in the pre-test. However, in contrast to GC, GE performed significantly better in the post-test than in the pre-test. Moreover, when groups are compared, the superior performance of GE over GC in post-test was statistically significant. Finally, the results pointed out that introducing affine function to 7th grade school, through problem solving and taking into account modeling mathematical, seems to be a suitable didactical strategy, since by the end of this study GE students were able to analyse the behavior of affine function graph, such as increasing and decreasing ,as well as to build the own function graph / O presente trabalho teve por objetivo realizar um estudo intervencionista para investigar as reais possibilidades de se introduzir o conceito de função afim no 7º ano do Ensino Fundamental, contrariando o que é tradicionalmente proposto nos documentos oficiais da educação brasileira. De fato, a função afim costuma ser introduzida apenas no 9º ano do Ensino Fundamental, ou, então, no 1º ano do Ensino Médio e nosso objetivo é abreviar tal introdução em, pelo menos, dois anos letivos. O estudo Propôs responder a questão: Quais as reais possibilidades de se introduzir o conceito de função afim no 7º ano do Ensino Fundamental por meio da resolução de problemas? e para respondê-la, foi realizado uma pesquisa, de metodologia quase-experimental, com 53 alunos de uma escola pública municipal, localizada na cidade de Salto de Pirapora, no interior de São Paulo. Esses alunos foram divididos em dois grupos; o Experimental (GE) formado por 29 alunos e que passou por uma intervenção de ensino para introduzir noções básicas sobre função afim e o Controle (GC), composto por 24 alunos não passou por qualquer tipo de intervenção sobre o tema. Os alunos nunca haviam antes estudado formalmente função afim. Todos os participantes passaram por um pré e um pós-teste. A fundamentação teórica da pesquisa contou com a teoria a modelagem matemática proposta por Bassanezi (2007), seguindo os pressupostos da modelação matemática defendida por Biembengut e Hein (2007). Os resultados dos grupos no pré e pós-teste foram analisados de acordo com o número de respostas corretas e pelo tipo de erro. Foi confirmada a inexistência de diferença estatisticamente significativa entre os grupos no pré-teste. Porém, ao contrário do GC, o GE apresentou um desempenho significativamente melhor no pós-teste. Além disso, quando comparado os grupos, o superior desempenho GE sobre o GC no pós-teste foi estatisticamente significativo. Os resultados mostraram que a introdução das noções de função afim no 7º ano do Ensino Fundamental por meio da resolução de problemas é uma estratégia viável, pois ao final do estudo os alunos mostraram que se apropriaram de algumas noções como analisar o crescimento, decrescimento e construção de gráficos de uma função afim, noções essas que são importantes para o estudo desse assunto

Made available in DSpace on 2016-04-27T16:57:47Z (GMT). No. of bitstreams: 1 EDM - HUMBERTO MESTRADO PROFISSIONAL.pdf: 6034166 bytes, checksum: 3482e42fe5798307bbd8da4d3a402923 (MD5) Previous issue date: 2006-10-23 / Secretaria da Educação do Estado de São Paulo / The objective of this dissertation was to investigate the possible performance of introducing the entire negative number on the 3rd cycle of the fundamental school in a public organization on replication of part of the Passoni (2002) work so as to respond the following questions of the investigation: Starting from a sequence formed by a familiar and significant context, what is the comprehension that the 3rd cycle school children will have over negative numbers? To what extended level this sequence might aid on introducing this concept? At last, what s this improvement consisted of? On this approach, an interventionist investigation was developed with students of two groups of the 3rd cycle fundamental public school in the city of Sao Paulo; one of them named as the control group (CG) and the other one being the experimental group (EG). The field survey had two steps execution of diagnostic instruments (before and after tests) on the CG as well as the EG group and carrying out the teaching intervention with the usage of manipulative material only at the EG.The results obtained in each of these steps were evaluated considering the possible introduction of the negative numbers to the students of the 3rd fundamental cycle. In theory, we lay down on the ideas of Jean Piaget and Raymond Duval related to the kind of representations that can act upon the Mathematic conception. The target is to make students able to convert intentional treatments of semiotic representations in roughly instantaneous treatments. The results show a 50% increase on student s performance of EG group, at pos test. Taking into account these results, it can be concluded that the associative intervention on teaching with manipulative material has developed strategies for the solution of the activities. The activities were developed with 17 children of EG and 18 ones of the CG. The results are said to be satisfactory / O objetivo desta dissertação foi investigar a possibilidade e eficiência de se introduzir o número inteiro negativo na 3ª. série do Ensino Fundamental de uma escola pública, reaplicando parte do estudo desenvolvido por Passoni (2002), a fim de responder às seguintes questões de pesquisa: Partindo de uma seqüência elaborada que utilize um contexto familiar e significativo, qual a compreensão que as crianças de 3ª. série passam a ter sobre os números negativos? Até onde tal seqüência pode ajudar na introdução desse conceito? E, por último, em que consiste o avanço? Para tanto, foi desenvolvida uma pesquisa de caráter intervencionista com alunos de duas classes de 3ª. série do Ensino Fundamental de uma escola da rede pública municipal de São Paulo; uma delas constituiu-se em grupo controle (GC) e a outra em grupo experimental (GE). A pesquisa de campo complementou duas etapas aplicação dos instrumentos diagnósticos (pré e pós-testes), tanto no GE como no GC e aplicação da intervenção de ensino com uso de material manipulativo apenas no GE. Os resultados obtidos em cada uma dessas etapas foram analisados considerando a possibilidade da introdução dos números inteiros negativos na 3ª. série do Ensino Fundamental. Do ponto de vista teórico, apoiamos-nos nas idéias de Jean Piaget e Raymond Duval relacionados ao papel que as representações desempenham na compreensão da Matemática. A meta é de tornar os alunos capazes de transformar tratamentos intencionais de representações semióticas em tratamentos quase-instantâneos. Os resultados mostraram um crescimento de quase 50% no desempenho dos alunos do GE, no pós-teste. Tendo por base tais resultados pode-se concluir que a associação da intervenção de ensino com o material manipulativo possibilitou o desenvolvimento de estratégias para resoluções das atividades. As atividades foram desenvolvidas com 17 crianças do grupo GE e 18 crianças do grupo GC. Os resultados obtidos foram satisfatórios

Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education)