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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Polyhedra are objects of knowledge of geometry, fundamental to the process of teaching and learning mathematics. For this, it is expected that students, throughout their schooling, develop spatial visualization, logical reasoning and problem-solving skills. Therefore, this study was developed as qualitative research and is characterized as a case study. It is an excerpt from a master's degree research which sought to evaluate the potential of applying a Unit of Potentially Meaningful Teaching (UPMT) on Polyhedra in a High School class, based on the methodological work carried out by the Flipped Classroom. The application took place in a second grade high school class, in the first two months of 2023, with the participation of 14 students from the state education system. The data were produced from the elaboration, application and analysis of the results of a UPMT, considering, for this work, three of the categories selected: technological dimension and applied resources (videos, texts, slides, exercises), diversified activities (games, investigative experiments, etc.) and students' knowledge of Polyhedra. The data collected indicates significant advances in student learning, highlighting student engagement, protagonism, autonomy and understanding of the topic, in addition to challenges such as limited internet access. In conclusion, this research suggests that the active methodology of the Flipped Classroom can be an effective alternative for basic education teachers to minimize traditional teaching practices. [ABSTRACT FROM AUTHOR]

This paper presents quality indicators identified from the contributions of Elementary School students from public schools in the interior of the state of São Paulo/Brazil, rescues and seeks to strengthen student participation in the debate on the social quality of public schools. A qualitative research approach was used, based on the answers to a questionnaire with an open question from 1.129 students in the 9th grade of elementary school and, subsequently, the participation of 40 students in a workshop on the quality of public schools. The analysis and grouping of the collected data were organized based on Bardin's propositions (2009). According to the participating students, the aspects that contribute to the quality of social involvement are external determinants: infrastructure, food and financing; and internal: pedagogical practices, organization of pedagogical work, values, interpersonal relationships, behavior. The students' reports allowed us to understand their perspective on the quality of the school and indicated the potential of their contributions when called upon to participate in democratic processes, which expand their training beyond the cognitive knowledge required in largescale assessments, providing opportunities for the development of other dimensions of human formation. [ABSTRACT FROM AUTHOR]

This quantitative research focuses on the concepts of student engagement and disengagement in the online model, based on a conceptual structure called the "double model". The main purpose of the research is to understand the processes of online engagement and disengagement of undergraduate students. However, the contribution of the research is not restricted to this modality, as the already validated instrument can be applied and adapted to other scenarios. The survey, which was applied to 1373 undergraduate students, consists of 50 items and covers the following dimensions of engagement and disengagement: behavioral, cognitive, emotional, agentive and social. Validation of the instrument's content was carried out with seven expert judges, in addition to statistical analysis through confirmatory factor analysis and composite reliability. The engagement dimensions that stood out were the cognitive and behavioral, while among the disengagement scores, the most outstanding was the emotional. With regard to crossing some variables, it was observed that older adults were the most engaged and young adults the most disengaged. On the other hand, there was no difference in engagement levels according to gender. The study highlights the importance of greater investment in the development of agentive engagement, as this can contribute to leveraging greater student protagonism. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article delves into the expediency of exploring effective strategies for teaching philological disciplines, emphasizing the critical importance of innovative approaches in modern educational practices. As the field of philology continues to evolve, the relevance of enhancing teaching methodologies to meet the diverse learning needs of students becomes increasingly evident. The primary objective of this study is to investigate practical cases and innovative approaches that can significantly impact the pedagogical landscape of philological education. Utilizing a qualitative research approach, the article examines the efficacy of implementing various teaching strategies in philological disciplines and their implications for student engagement and academic performance. Through case studies and theoretical analysis, the research reveals the effectiveness of interactive teaching methods, collaborative learning activities, and technology integration in philological education. The results highlight the potential for these innovative approaches to enhance student comprehension, critical thinking skills, and overall academic achievement, ultimately contributing to the advancement of teaching practices in philological disciplines. The practical and theoretical significance of these findings lies in the increased efficiency and effectiveness of teaching methods, leading to improved learning outcomes and student success in the field of philology.

Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study addressed the interaction between Computer Assisted Education (CSE) and Learning Psychology, aiming to understand its effects on student performance, engagement and satisfaction. Using a mixed methodology, participants involved with EAC were selected, with data collected through questionnaires and interviews. Quantitative analyzes indicated improvements in academic performance and student engagement, while qualitative analyzes highlighted the appreciation of the flexibility and personalization that EAC offers. Challenges such as the need for digital skills and efficient instructional design were also identified. The results suggest that EAC can significantly enrich the educational process, emphasizing the importance of pedagogical strategies that integrate technology effectively and the need for policies that facilitate the adoption of EAC, ensuring its access and effectiveness for all students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, a study is presented with the purpose of communicating emerging insights from a systematic literature review using a hermeneutic phenomenological approach regarding students' actions in research activities in high school, specifically in the Natural Sciences field, based on articles from the Scientific Community. The studies were collected from the Brazilian Portal of Open Access Scientific Publications and Data (Oasisbr), and a total of 32 articles were selected as the corpus for analysis. This is qualitative research in which, through Discursive Textual Analysis (ATD), three categories emerged: 1) Investigation activities associated with experimentation; 2) Students' investigative actions: skills and competencies; 3) Dialogical investigation with interaction and collaboration in groups. The results indicate active and participatory engagement of students in these activities, highlighting the resolution of practical problems, experimental practices, reading, writing, teamwork, formulation of hypotheses, and communication. Involvement in group research/investigation activities also promotes participation, argumentation, and information sharing, despite challenges, encouraging social interaction and autonomy in seeking and systematizing information. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Exact Sciences is the property of Master Editora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of O Social em Questão is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This experience report was produced from a conversation circle about Agroecology carried out with students of Youth and Adult Education at a public school in Sumé, State of Paraíba. This study aimed to discuss the agroecology principles and highlight its differences and contradictions with Agribusiness. The conversation circle had the participation of students and teachers of Youth and Adult Education and students from the Specialization Course in Natural Sciences and Mathematics Teaching for Living with the Semiarid offered by the Center for Sustainable Development of the Semi-Arid of the Federal University of Campina Grande. To introduce the debate, we propose a dialogue about memories of practices experienced by students and their families with family farming in the territory. Then, we discussed the concept of agroecology, its principles, and its importance in contemporary society. The experience aroused students' and teachers' interest in the theme, especially regarding agroecological practices of coexistence with the semiarid region. [ABSTRACT FROM AUTHOR]

Mathematics is an important subject in Basic Education. In order to favor the development of better results at school, it is suggested the use of games technological as resources in the classroom is suggested. An example of this is the Kahoot! tool, which enables greater student engagement and, consequently, greater interest in the subject. This work aims to identify how the Kahoot! can be used to solve mathematical problems with students in the 9th year of Elementary School, highlighting its contribution to the development and formation of the future citizen. The methodology used was qualitative research, considering that it was made from observations, readings and carrying out a learning activity using the platform as a way of contributing to the development of logical reasoning. [ABSTRACT FROM AUTHOR]

Teaching through research is a proposition based on balanced participation between individual and collective work, in which the teacher analyzes the conditions for creating and developing a pedagogical practice that encourages the continuous participation of the student, understood as a subject, who, when entering the school, brings with it, in addition to their experiences, different types and levels of competence. Teaching through research also refers to the possibility of freeing thought in relation to the regimes of truth about the world, to mobilize disarrangements and bring about a space for the production of more authorial knowledge, considering the use of digital information and communication technologies in the field. teaching. The theme unfolds in the following research problem: how can DICT, combined with teaching through research, help in the planning and implementation of pedagogical practices? As a general objective, it was defined to analyze possibilities and limits of the integration of TDIC to teaching through research, in pedagogical practices, at the Federal Institute of Maranhão. As for the specific objectives, it is intended: 1) to analyze how IFMA professors make use of TDIC in their pedagogical practices; 2) identify, in the pedagogical practices developed by the professors, elements of the relationship with teaching through research and the use of DICT; 3) propose forms of integration between TDIC and teaching through research in teachers' pedagogical practices. The investigation took place with 31 effective professors from the Federal Institutes of Maranhão, Maracanã campuses, Historic Center and Monte Castelo. Data were collected through the following instruments: questionnaire and application of a focus group, with data being discussed based on discursive textual analysis, as an investigative posture for the interpretation of phenomena and the identification of meanings produced by teachers on the subject. The results showed that research as a dialogue with reality requires active participation for immersion in the horizon of scientific investigation, based on the recognition of the relationship between research and teaching. [ABSTRACT FROM AUTHOR]

The aim of this article is to reflect on the repercussions of social distance in the routines and occupations of children during the COVID-19 pandemic. It is a reflective essay, structured from a narrative review, researching studies on the influence of the pandemic on children's routines and occupations and identifying the objectives, methods and main results of each document. The data, submitted to content analysis, resulted in the categories: Social distance and vulnerabilities; Mental health and influences on engagement in occupations; Engagement in occupations related to food; Engagement in school and learning occupations and Influences of technology on engagement in occupations. From an occupational perspective, experiences in social distance reveal complex situations that can trigger occupational deprivation, harming the health and well-being of children and families. However, they can provide opportunities to review forms, purposes and meanings in addition to engaging in occupations that received less time and personal investment. [ABSTRACT FROM AUTHOR]

This qualitative study analyzes the perceptions of future English teachers concerning the teaching of English for Specific Purposes (ESP) and the preparation to work in programs that promote the English language as an agent of internationalization in Brazilian universities. Data were collected from students’ participation in a webinar and in an online discussion forum. The results point to a gap in their pre-service training that disfavors their performance in English teaching contexts aimed at internationalization. Based on these conclusions, we present possibilities for improving internationalization practices and ESP teaching in the aforementioned training through the expansion of complementary academic activities, extension projects, internships and curriculum reformulation. [ABSTRACT FROM AUTHOR]

This work analyzes the initial formation of students in undergraduate courses at a federal institution in the State of São Paulo during emergency remote teaching and discusses their study conditions as well as their opinions on the quality of the teaching-learning process during the pandemic period of COVID-19, in which face-to-face classes were paralyzed. Data were collected from a semi-structured questionnaire answered by 104 students. The results of the closed questions were treated statistically and those of the open questions were categorized according to thematic content analysis. The analyzes allowed us to glimpse institutional limitations in facing the challenges related to remote teaching, pedagogical and technological difficulties of the faculty and socioeconomic barriers that limited students' engagement in studies. [ABSTRACT FROM AUTHOR]

The content of Differential and Integral Calculus I is linked to various disciplines in Higher Education, especially in the field of Exact and Earth Sciences. In literature, one can observe numerous researchers and professors seeking ways to address the issue of students' lack of success in this subject. This article aims to present the development of an educational practice (didactic sequence) mediated by ProblemBased Learning for the Application of the Theory of Maxima and Minima in the Differential and Integral Calculus I course. The didactic sequence is divided into five parts – Pre-Classroom (Planning), Classroom - First Part, Remote Activities, Classroom - Second Part, and Post-Classroom. The didactic sequence integrates the stages of Problem-Based Learning, as well as the application process and suggestions for instruments to analyze students' engagement in the subject according to the teacher's interest. The proposed didactic sequence has already been evaluated in the Supervised Teaching Practice course through formative assessment instruments - Self-assessment and Peer Assessment, which also served as the basis for collecting data for investigating students' engagement. The validation process indicated that the instruments are suitable for proposing an educational practice mediated by an active methodology, in this study, Problem-Based Learning, for the Differential and Integral Calculus I course. [ABSTRACT FROM AUTHOR]

Copyright of Revista Psicologia, Diversidade e Saúde is the property of Revista Psicologia, Diversidade e Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EDU REVIEW: International Education & Learning Review / Revista Internacional de Educación & Aprendizaje is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this educational case study was to understand the contribution of teaching the addition of fractions via problem-solving to student learning. The participants were 10 Brazilian students from a sixth-grade class in a public school located in a city in the interior of the state of Paraná. We developed a teaching proposal based on the Mathematics Teaching-Learning via Problem- Solving approach (MTLVPS), structured in five teaching actions, whose lessons we implemented through Google Meet. The qualitative and interpretative nature of the data was based on the students' resolutions of a mathematical situation (a possible problem), notes, and audio recordings through Google Meet. The results showed that the students used a single strategy to solve the problem. However, the two ways of executing this strategy were incorrect, as they corresponded to adding the different denominators of the two fractions. During the last three actions of the MTLVPS, we verified that the students participated in the classes, being this participation smaller in the action of discussing the strategies. In conclusion, we can point out that the mtlvps that underpinned our classroom practice contributed to the students' understanding and ability to develop learning about the algorithm of the fraction addition operation. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The need for social distancing due to the Covid-19 pandemic resulted in radical changes in education. Within a short period of time, face-to-face instruction was replaced by emergency remote teaching (ERT). In this setting, group work was either set aside or restructured to make use of modern communications technology. In this research, we investigate a teaching and learning environment where teachers and students tried to find the best conditions to deal with ERT. The research aims to understand how a specific group work activity, performed by secondary school students in a social distancing setting happened, and how this experience affected students. Our research goals are to: 1- understand student behavior within groups and the objective conditions in which the work was done; 2- identify students' learning perception during this experience; 3- evaluate student engagement during group work. This research is quantitative and descriptive. The research focuses on the improvement of teaching and learning of physics. The data we analyzed was produced from the students' answers to a questionnaire containing three sections, which was conceived with these specific goals in mind. The research results show that: (a) the groups functioned in a satisfactory manner; (b) most students overcame the difficulties they encountered during the activity; (c) a significant amount of students regarded the activity as a good learning experience; (d) a significant portion of students showed signs of engagement. [ABSTRACT FROM AUTHOR]

Due to the pandemic scenario caused by the new coronavirus (covid-19), this article aims to present an overview of academic research in the area of Administration that addresses the perspectives of self-directed and transformative learning in virtual learning environments, to assist teachers in understanding the learning processes of their students, in addition to the consolidation and encouragement of studies in this theme. It is qualitative research and organized from the theoretical-conceptual realization of a systematic literature review. It is noteworthy that the 15 articles found in the databases used are from the last 10 years, detailing the authorship and places of publication, besides exposing the specific themes addressed in each paper and the methodological paths. Thus, the results indicate few existing studies that deal with the subject, in addition to a reduced concentration of authors that circulate in the national academic production. This reveals the need to renew the capacity to diversify studies and involve more researchers. Thus, it is concluded that an awakening of researchers to educational engagement is essential, with the challenges of the administrator's training regarding the new teaching formats faced and accentuated by the pandemic, to result in learnings capable of greater self-direction of students and provide transformations in their perspectives of meaning. [ABSTRACT FROM AUTHOR]

Challenges in teaching programming to beginners affect both teachers and students. High dropout and failure rates above 30%, scalability barriers, difficulties in personalizing teaching, among others, have motivated numerous studies in introductory programming disciplines over the years. The aim of this article is to promote a better understanding of the teaching-learning challenges in introductory programming classes at technical high school and higher education levels by means of a systematic mapping of Brazilian literature between 2016 and 2020, having as a cut articles published in national events and journals. The results indicate that more than 80% of the publications originate from public institutions, especially from the northeastern and the southern regions, and that there was a significant increase in proposals aimed at hybrid and also distance education. Besides, the results show a predominance of proposals aimed at increasing student engagement and motivation. On the other hand, studies focusing on former students, underrepresentation of female students or gender, social or racial differences are still scarce. Regarding teachers, the predominant literature found was centered on the production and improvement of automated assessment tools. Nonetheless, there were still problems regarding the distribution and large-scale adoption of the tools. [ABSTRACT FROM AUTHOR]