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Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle 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 continuum councils established within the framework of the ACORDA project serve as departmental forums dedicated to discussions and local initiatives. The project was initially conceptualized with the goal of uniting the various stakeholders in the guidance process. It's aim was to foster collaboration and provide support, ultimately facilitating a more successful transition for students into higher education. This article delves into the role of continuum councils, drawing insights from data gathered during two council sessions within the same department. The findings underscore that these councils serve as a valuable platform for cultivating collective engagement among diverse participants, facilitating the exchange of experiential knowledge, and fostering a shared understanding of guidance principles. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 Burkina Faso, the teaching/learning of oral expression exists in official French secondary school programs. Oral expression is not always taught in secondary school classes in certain establishments as evidenced by the blank pages of teaching notebooks concerning its teaching-learning (G. A. Kaboré, 2018). However, language difficulties of various natures exist among learners at this level of education. However, the observation is that the practices of teachers in teaching-learning and the evaluation of oral expression, based most of the time on oral presentations appear little effective and do not seem to evolve in step with the learning needs of students. The qualitative research methodology is used to carry out this work, that is to say the one which carries out an a posteriori analysis of the empirical data collected in the field (M. Larini and C. Barthès, 2018). Also, the study uses data from observation of oral expression lessons in three secondary school classes as part of the thesis work of H. Tougri (2022) to produce a typology of the language difficulties encountered by students. On the basis of this typology and having regard to the essential importance of ICT in education, the present contribution propose a variation of learning situations through rational use technological self-regulation tools in order to improve students' oral communicative skills. [ABSTRACT FROM AUTHOR]

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia 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 Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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 Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education 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 STICEF is the property of Sciences et Techniques de l'Information et de la Communication pour l'Education et la Formation 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 the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies 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 paper addresses the intersectionality theme in mathematics education to clarify the existing epistemic racism. Through the presentation of excerpts from Brazilian high school mathematics textbooks, more specifically the pages that deal with the history of mathematics, we argued that, in these analyzed textbooks, mathematics is European, male and white, because the narrative constructed by the creators of these books reproduces the Eurocentric logic of mathematical knowledge, erasing other histories of mathematics and creating a very specific narrative about the construction of human knowledge. The analyses were intersectional as a fundamental concept, as multiple aspects, such as gender, ethnicity, race, and nationality, were taken into consideration. The discourse analysis was the analytical tool that made it possible to look at the math textbooks and describe how the materialization of discourses about teaching and learning occurs, producing a history of mathematics teaching in our time; of what is idealized and what is invisibilized. The 24 volumes of the eight collections approved in PNLD 2018 were analyzed. Using the Atlas TI software, six characteristics were investigated: (i) the content addressed; (ii) the continent of origin of that character; (iii) whether it was a quote in text form or whether, in addition to the text (character's name), there was also a figure or photo; (iv) gender; (v) race; (vi) name. We found 554 references to scientists and mathematicians, showing that, in the analyzed books, mathematics is constructed by white and European-origin men. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 Comparative & International Education is the property of Canadian & International Education 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 Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Didáctica Geográfica is the property of Grupo de Didactica de la Geografia 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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.)

La politique linguistique des décideurs du système scolaire ivoirien a légitimé le français en tant que langue officielle, l’anglais comme langue vivante 1, l’allemand et l’espagnol, langue vivante 2. Par contre, les langues nationales ont été laissées pour compte. Cette situation de colonisation linguistique nécessite une décolonisation linguistique à l’instar de plusieurs pays africains tels que le Sénégal. Pour y arriver, nous avons proposé l’alternance codique langue nationale-français-espagnol dans l’enseignement secondaire. Pour ce faire, nous avons mené une enquête auprès des acteurs clés pour vérifier s’ils épouseraient cette vision de décolonisation linguistique. A cet effet, l’analyse quantitative a montré que 4/6 soit 66,66% des enseignants sont favorables à ce projet. Aussi certains élèves restent-ils pessimistes quant à sa faisabilité. Quant à l’analyse qualitative, elle a donné les raisons de ce refus. Alors, une sensibilisation et la formation des enseignants s’avèrent nécessaires pour parvenir à la décolonisation linguistique. Cela dit, notre objectif est de montrer que l’intégration des langues nationales dans l’enseignement de l’espagnol contribue à revaloriser l’identité culturelle et linguistique des ivoiriens.

La prise en compte de l’impact émotionnel des évaluations sommatives sur le vécu scolaire des adolescent∙es amène à s’interroger sur la considération pour la note et ses conséquences. Dans cette idée, cette recherche tente d’appréhender le lien des buts d’accomplissement propres aux adolescent·es ainsi qu’à leurs relations (scolaires et familiales), avec le stress scolaire ressenti par ces adolescent·es, notamment au cours des évaluations sommatives. Les données récoltées prennent appui sur des mesures auto-rapportées à l’aide d’un questionnaire auprès de 163 élèves de 11ème année. Les résultats mettent dans un premier temps en lumière la part du stress scolaire expliquée par les buts d’accomplissement, et établissent dans un second temps la contribution de ces mêmes buts au stress en période d’évaluation sommative. Les analyses démontrent que la différenciation du stress scolaire et du stress lié aux évaluations notées est légitimée par les contributions hétéroclites des buts d’accomplissement selon le contexte. L’article souligne finalement la nécessité de s’intéresser à la considération des élèves pour la note ainsi que pour ses enjeux inhérents tant sur le plan personnel que relationnel et social. Il encourage l’idée d’une transition vers des évaluations soutenantes aux apprentissages – accompagnées d’une communication limpide des objectifs ainsi que des résultats – avec pour finalité une réduction des conséquences émotionnelles. En outre, il donne l’opportunité de prendre en considération les perceptions qu’ont les adolescent∙es des buts d’accomplissement adoptés par leurs pairs, leurs enseignant∙es, leurs parents.

Dans le cadre d'une recherche portant sur des dispositifs de co-enseignement intensif en enseignement secondaire, des observations réalisées en classe ont permis d'identifier 164 microconcertations entre co-enseignants, c'est-à-dire des moments où les deux enseignants se rencontrent en classe, au cours de l'action, pour échanger sur différents sujets. Utilisant la notion d'ajustement (Bucheton, 2009) pour analyser l'adaptation de l'enseignant à sa classe à partir du modèle des gestes professionnels en situation de coenseignement (Saillot et Malmaison, 2018), l'objectif de cet article est d'identifier, de catégoriser et d'analyser les différents types de microconcertations ayant cours durant les périodes de co-enseignement. Cet article présente une typologie de dix types de microconcertations : rétroaction ; planification ; coordination ; régulation ; modification ; validation ; correction ; vérification ; évaluation et enfin, la discussion. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 present study had two objectives: 1) to examine the differences between students with different levels of academic achievement (low, average and high) in Anxiety/Depression and Test Anxiety; and 2) to test the predictive effect of academic achievement on test anxiety. Data were collected in two moments. In time 1, the sample was comprised of 305 students. The students were aged between 15 to 18 years, attending secondary school. The assessment protocol consisted of a Socio-demographic Data Sheet, the Youth Self-Report and the Cognitive Test Anxiety Scale. Students with low academic achievement presented higher test anxiety than students with average and high academic achievement. Low academic achievement on time 1 predicted higher levels of test anxiety on time 2 when186 participants remained in the study. Results suggest the importance of early psychological intervention with students with low academic achievement, and the relevance of promoting the development of skills that enable students to manage their test anxiety. [ABSTRACT FROM AUTHOR]

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada 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 Comparative & International Education is the property of Canadian & International Education 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.)

Whether the identification of attitudes and behaviors good teachers should have is a daunting task, the assessment of these aspects, which is normally undertaken by students or agencies exterior to schools, is even more so. This study devised a new rating system to appraise the competences of secondary school teachers (SEVADES) through an in-depth literature review and questionnaires collected from 22 secondary education institutions in Santander (Spain). The application of the new tool aimed to self-evaluate 88 teachers from private and state schools, who obtained an average score of 8.341 points (Very good). For state secondary schools, scarce differences between the assessment of managers and teachers were reported. Regarding private institutions, managers slightly outperformed lecturers' scores. Whilst Leadership was the most appreciated attitude, Vocation was assigned the lowest rates. [ABSTRACT FROM AUTHOR]

Copyright of Revista História da Educação is the property of Historia da Educacao 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 Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education 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 Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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 Carnets: Revue Electronique d'Etudes Françaises / Revista Electrónica de Estudos Franceses is the property of Associacao Portuguesa de Estudos Franceses (APEF) 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 Configurações is the property of Centro de Investigacao em Ciencias Sociais 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 development of rubrics is a complex task that requires a good knowledge of the object of evaluation and the learning level of the students for whom it is intended. From the several types of rubrics used in school environments, the analytic rubrics and developmental rubrics prove to be especially appropriate choices to guide the judgment of the evaluators. By following the research and development methodology, the designers engaged in a reflective process which, after many round trips in the formulation of criteria, scale and descriptors, led to the development, validation and implementation testing of three prototypes of analytic rubrics. The results make it possible to identify the elements to be considered in the construction of this tool for pupils with autism spectrum disorder (ASD) in the first cycle of secondary school who present a great diversity of cognitive profiles.

L’élaboration d’une grille d’évaluation est une tâche complexe qui exige une bonne connaissance de l’objet d’évaluation et du niveau d’apprentissage des apprenants pour lesquels elle est destinée. Parmi les différents types de grilles d’évaluation qui sont utilisées en milieu scolaire, la grille descriptive critériée ainsi que la grille descriptive analytique s’avèrent des choix particulièrement appropriés pour guider le jugement des évaluateurs. En suivant la méthodologie de la recherche-développement, les concepteurs se sont engagés dans un processus réflexif qui, après de nombreux aller-retour dans la formulation des critères, des échelons et des descripteurs, a mené à l’élaboration, à la validation et à la mise à l’essai de trois versions d’une grille descriptive analytique. Les résultats permettent d’identifier les éléments à considérer dans la construction de cet outil pour des élèves du premier cycle du secondaire présentant un trouble du spectre de l’autisme (TSA) et une grande diversité de profils cognitifs.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels. [ABSTRACT FROM AUTHOR]

Dix ans de mémoires de master (TFM en espagnol) sur la didactique du Français langue étrangère (FLE) dans une perspective très particulière, celle des enseignants en formation dans le cadre d’une recherche-action, format de recherche qui est prôné dans les objectifs du TFM au master universitaire en formation des enseignants du secondaire en Espagne. Dans un premier lieu, nous allons présenter l’ensemble des mémoires de master soutenus à l’Universidad Autónoma de Madrid pendant cette décennie. Dans un deuxième lieu, il nous intéresse de mettre en lumière des résultats issus d’un certain nombre de ces recherches à propos des premiers stades de l’acquisition du français langue étrangère chez des adolescents hispanophones.

The curricular transformations and the legislative changes occurred in the Spanish context do not seem to have addressed the demands that key organizations such as OMS or UNESCO have made about sex education. In the specific context of Spanish Secondary Compulsory Education, the present article taps into the past and present of concepts such as the body, emotions, interpersonal relationships and issues linked to equality and gender. To this end, we conducted a review of the educational legislation from the LGE of 1970 to the current LOMCE with a view to tapping into the most important implications of these legislative frameworks. This article also aims to picture the reality of the academic framework of sexology and sex education looked at as areas of knowledge, highlighting the most significant trends. Finally, we map out the current situation of sexual education as a theoretical body in secondary education. We also highlight the keys which might encourage the incorporation of sex education in the educational curriculum and in the initial and continuous training programs for education professionals. [ABSTRACT FROM AUTHOR]

Les déterminants individuels du décrochage ont fait l'objet d'importants développements dans la littérature récente. Notre objectif est de faire le point sur les connaissances scientifiques disponibles en ce domaine. L'article présent est une revue de littérature réalisée à partir de PsycInfo et basée sur un total de 50 articles publiés entre 2010 et 2017. Les performances scolaires et les conduites à risque précoces restent les meilleurs déterminants du décrochage. Anxiété, dépression et troubles externalisés peuvent jouer un rôle direct ou indirect dans la prédiction du décrochage. Le manque de soutien psycho-affectif favorise fortement l'intention de décrocher. Les biais méthodologiques nuancent l'importance du genre, des résultats scolaires, et du redoublement. Le développement des connaissances sur les relations entre différents déterminants, les profils d'élèves à risque et les temporalités à risque doivent permettre de mieux comprendre les trajectoires de décrochage et les processus à l'œuvre au sein de différents contextes scolaires. Dropping out of school is a research topic with various dimensions: non-graduation, school leaving, absenteeism, school failure and school refusal. It involves processes determined by various factors – individual, social, familial and institutional. Individual determinants have specifically been studied in the recent literature. They involve demographic and academic indicators, behaviors, attitudes and mental health of the student, as well as specific types of school refusal. The aim of our study is to update knowledge in this specific field, and highlight underlying problems and methodological issues raised in the literature. Dropping out of school is defined as leaving school without a qualification. It involves a process of specific disengagement, which is non-reducible to the negative counterpart of school commitment. The present article is a review of literature from PsycInfo on the individual determinants of dropping out of school. It is based on 50 articles published between 2010 and 2017, related to the following topics: school dropouts, school leavers, school refusal, and academic failure. Five exclusion criteria were used: studies with single factor analysis, literature review, sample excluding secondary education, sample of less than n = 100, non-general, non-mixed, or composed of a sociodemographic minority. School performance and early risk behaviors (substance use disorders, sexuality) remain the best determinants of dropping out throughout the duration of schooling. Psychopathological factors, anxiety, depression and externalized disorders can play a direct or indirect role in the prediction of dropping out. Lack of psycho-emotional support strongly supports the intention to drop out. Motivation has an unequal predictive value, depending on the type of construct or theoretical model used. Inappropriate beliefs, low self-esteem, pessimism, creativity appear as indirect determinants of dropping out. School burnout, understood as emotional, physical and mental exhaustion due to education, directly causes a break between the student and the school. Methodological bias can modify the significance of determinants such as gender, academic achievement and retention. Greater knowledge about the relationships between determinants, the profiles of at-risk students and temporalities should help clarify students' trajectories and the processes at work in different school contexts. Recommendations to educational staff are put forward regarding the detection of individual indicators of dropping out. [ABSTRACT FROM AUTHOR]

Copyright of Revista História da Educação is the property of Historia da Educacao 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 Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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 Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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 research, we aim to clarifying the teaching strategies for the teachers of physical and sport education in the teaching of physical and sport activities for secondary education in Algeria; by tackling the teaching in physical education and the conditions that must be provided in the teaching method or strategy, and then, the specification of the good way in teaching motor skills in physical education and the steps of teaching motor skills using the teaching, learning approaches and methods. Finally, we will clarify and classify the teaching strategies. [ABSTRACT FROM AUTHOR]

Many researchers accept that working on covariation helps to construct the notion of functions and promotes comprehension of concepts in differential calculus. However, no study has yet defined the characteristics of the situations that allow this work to take place. We therefore propose a reflection on these characteristics with the assistance of applied covariational reasoning. Based on the Covariation Framework generated by Carlson and her colleagues (Carlson et al., 2001, 2002, 2003, 2015), we describe 13 units of reasoning, a priori, that are applied during functional modeling situations in real learning contexts. Through the creation of four situations and an analysis of data collected during a study among students aged 15 to 18 years, we have refined the descriptions of the units of reasoning and identified the actual reasoning skills used by students in each situation. In this article, we present some of the results—particularly how these units of reasoning manifest in the students' descriptions of the behaviours of quantities and their growth. We also show the effects that a situation's written and induced forms of questioning have on the dynamic of reasoning. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 História da Educação is the property of Historia da Educacao 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 História da Educação is the property of Historia da Educacao 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.)