<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062015000100129</article-id>
<article-id pub-id-type="doi">10.2015/jan.abr.v25n48.010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dificuldades de alunos respiradores orais na resolução de problemas matemáticos do tipo aditivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Difficulties of mouth-breathing students in the solution of additive mathematical problems]]></article-title>
<article-title xml:lang="es"><![CDATA[Dificultades de alumnos respiradores orales en la resolución de problemas matemáticos del tipo aditivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kajihara]]></surname>
<given-names><![CDATA[Olinda Teruko]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kazakevich]]></surname>
<given-names><![CDATA[Juliana Godoi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Janeiro]]></surname>
<given-names><![CDATA[Vanderly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Maringá  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Instituto Superior de Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>48</numero>
<fpage>129</fpage>
<lpage>149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste estudo, foram avaliados 26 alunos com caracter&#237;sticas de respira&#231;&#227;o oral e seus 42 colegas de classe, do terceiro ano do Ensino Fundamental, em uma tarefa de resolu&#231;&#227;o de 13 problemas do tipo aditivo. O desempenho dos respiradores orais na tarefa foi inferior ao de seus colegas de classe (Teste t Pareado, p &lt; 0,00). A an&#225;lise intergrupos revelou que a propor&#231;&#227;o de erros de aten&#231;&#227;o cometidos pelos respiradores orais (30,13%) foi maior que a de seus colegas de classe (18,90%; Teste para Compara&#231;&#227;o de Duas Propor&#231;&#245;es, p &lt; 0,00). Os respiradores orais cometeram propor&#231;&#245;es semelhantes de erros de aten&#231;&#227;o e de interpreta&#231;&#227;o (Teste Binomial Exato, p &lt; 0,25), e os seus colegas de classe, mais erros de interpreta&#231;&#227;o que de aten&#231;&#227;o (p &lt; 0,00). As dificuldades de aten&#231;&#227;o e de interpreta&#231;&#227;o foram os principais fatores que levaram os respiradores orais a errarem, em m&#233;dia, 66% dos problemas; e a dificuldade de interpreta&#231;&#227;o das situa&#231;&#245;es aditivas foi o principal fator que levou os colegas de classe a errarem, em m&#233;dia, 43% dos problemas. O tratamento precoce da respira&#231;&#227;o oral pode impedir preju&#237;zos no desenvolvimento e na aprendizagem e, por isso, &#233; importante que o professor oriente os familiares dos respiradores orais a buscarem ajuda de um especialista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Twenty-six mouth-breathing students and their 42 class mates from the third stage of a lower junior school were evaluated in a solution task involving 13 additive problems. Task performance of mouth-breathing students was lower than that by class colleagues (Paired t-Test, p&lt; 0.00). Intergroup analysis revealed that the proportion of attention mistakes by mouth-breathing students (30.13%) was higher than that of class mates (18.90%; Test for Comparison of Two Proportions, p&lt; 0.00). Mouth-breathing students performed similar proportions of attention and interpretation mistakes (Exact Binomial Test, p&lt; 0.25), whereas their colleagues made more interpretation than attention mistakes (p&lt; 0.00). Attention and interpretation difficulties were the main factors that made mouth-breathing students to commit mistakes, at an average of 66% of the problems. Interpretation difficulty in addition situations was the main factor that made their class mates to commit mistakes, at an average of 43% of the problems. Since early treatment of mouth-breathing may hinder losses in development and learning, it is highly relevant that the teacher counsels the parents of mouth-breathing children to seek expert help.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este estudio, se evaluaron 26 alumnos con caracter&#237;sticas de respiraci&#243;n oral y sus 42 compa&#241;eros de clase, del tercer a&#241;o de la Ense&#241;anza Fundamental, en una tarea de resoluci&#243;n de 13 problemas del tipo aditivo. El desempe&#241;o de los respiradores orales en la tarea fue inferior al de sus compa&#241;eros de clase (Test t Pareado, p &lt; 0,00). El an&#225;lisis intergrupos revel&#243; que la proporci&#243;n de errores de atenci&#243;n cometidos por los respiradores orales (30,13%) fue mayor que la de sus compa&#241;eros de clase (18,90%; Test para Comparaci&#243;n de Dos Proporciones, p &lt; 0,00). Los respiradores orales cometieron proporciones semejantes de errores de atenci&#243;n y de interpretaci&#243;n (Test Binomial Exacto, p &lt; 0,25), y sus compa&#241;eros de clase, m&#225;s errores de interpretaci&#243;n que de atenci&#243;n (p &lt; 0,00). Las dificultades de atenci&#243;n y de interpretaci&#243;n fueron los principales factores que llevaron a los respiradores orales a equivocarse, en media, en el 66% de los problemas; y la dificultad de interpretaci&#243;n de las situaciones aditivas fue el principal factor que llev&#243; a los compa&#241;eros de clase a errar, en promedio, 43% de los problemas. El tratamiento precoz de la respiraci&#243;n oral puede impedir perjuicios en el desarrollo y en el aprendizaje y, por eso, es importante que el profesor oriente a los familiares de los respiradores orales a buscar la ayuda de un especialista.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Respiração Oral]]></kwd>
<kwd lng="pt"><![CDATA[Problemas Aditivos]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de Atenção]]></kwd>
<kwd lng="en"><![CDATA[Mouth-Breathin]]></kwd>
<kwd lng="en"><![CDATA[Additive Problems]]></kwd>
<kwd lng="en"><![CDATA[Attention Difficulties]]></kwd>
<kwd lng="es"><![CDATA[Respiración Oral]]></kwd>
<kwd lng="es"><![CDATA[Problemas Aditivos]]></kwd>
<kwd lng="es"><![CDATA[Dificultades de Atención]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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