Resumo

CABRAL, Paula Cristina Moreira  e  GUIMARAES, Gilda Lisbôa. Learning on classification in primary school. Rev. Elet. Educ. [online]. 2019, vol.13, n.1, pp.211-231.  Epub 05-Ago-2019. ISSN 1982-7199.  https://doi.org/10.14244/198271992091.

The aim of this research was to investigate the students’ ability to create classification criteria based on reflections on different types of skills related to a classification. This research included 103 students of three public schools in the Metropolitan Region of Recife organized into three groups: G1 - participated in a sequence of activities that involved the understanding of the descriptor/criterion; G2 - participated in a sequence of activities that involved reflection on element, class and descriptor/criterion; G3 - did not participate in sequences of activities, constituting as a control group. It was proposed a pre-test, a sequence of teaching activities (groups G1 and G2) and a post-test with each group. The results showed that the students of the three groups presented a poor performance in the pre-test, showing difficulties in creating criteria to classify freely. However, after the children’s experiences in the sequences of activities, significant advances were observed in the learning of groups G1 and G2 and not in G3. Thus, it is evident the possibility of students learning to create classification criteria, regardless of the type of intervention. Thus, we can say that students of the early years, when stimulated to reflect on how to classify, demonstrate ability and facility to learn and understand that there is a diversity of criteria that can be used as long as they meet the properties of exclusivity and completeness.

Palavras-chave : Statistics; Classification; Learning; Primary school.

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