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The general objective of this study was to promote relational thinking in the analysis of numerical expressions, using the order of operations, in third-grade primary school students. A psychoeducational sequence was designed based on the representation of numerical properties and expressions of equality by equivalence, based on phenomenal activities (didactical phenomenology) and the application of the hierarchy of operations. Thirty students were assessed using multiple performance indicators in the procedural and conceptual fields. 71.43% of the students reached a very high or high level of achievement in tasks of application of the order of operations. The results are discussed in terms of the relationship between relational thinking and phenomenal activities with the level of achievement of the order of operations. [ABSTRACT FROM AUTHOR]

Through historical thinking, history is a science that gives meaning to sources and events and raises historical awareness. Elementary school students' results in historical understanding are very low. The aim of this research was to design a formative assessment strategy to develop and assess the substantive and procedural concepts involved in historical thinking. The strategy was implemented in four teams made up of three students with different levels of knowledge. Feedback was provided using validated rubrics across five time periods, as provided by the history syllabus for the second year of junior high school. The results show a progression of ideas for each procedural concept while using the strategy, and therefore it is concluded that it was a useful tool for achieving the planned objective. [ABSTRACT FROM AUTHOR]

This paper describes a systemic analysis from the standpoint of activity theory of the cultural emergence of a virtual learning community as a complex system. Three levels of analysis were employed: data mining, visualization of complex systems and analysis of discursive interactions, with the aim of understanding the emerging phenomena of online learning and in order to have the necessary elements to assist in planning the formation of virtual communities in formal settings. This was carried out using six years of activity from 3,324 people from different documentary sources: 9,871,531 CMS records; 1,371,907 from LMS; 67,828 IRC statements; and 27,798 online forum comments. In the process, we observed how action aimed at socialization and discussion of its object evolve into historical-cultural milestones such as the culture of merit as opposed to certification, the division of labor and the process of transition from free software to free culture. [ABSTRACT FROM AUTHOR]

Setting out an analysis and definition of argumentative competence from a constructive perspective is the objective in this paper. Furthermore it proposes online forums which promote debate as an appropriate environment to develop this kind of competences. Argumentative competence concept suggested here comes from an analysis of different documents and researches about critical thinking, argumentation, competences and online forums. This concept involves at list twelve elements to group into three competences components (knowledge, skills and attitudes) to deploy in dialogic arguments that develops a critical thinking in an individual and group cognitive engagement where the topic and instructional design are fundamental. [ABSTRACT FROM AUTHOR]