Teachers’ perceptions of the performance of first-grade students

Authors

DOI:

https://doi.org/10.5007/2175-795X.2021.e71302

Abstract

This paper presents a study that investigates the relation between teacher’s perceptions of the academic profile of their students and the students’ performance in tasks involving counting principles. To this end, studies addressing the investigation of teachers’ perceptions are presented, thus evidencing results found in previous research. Based on the analysis of such findings, the empirical study approached in this article is presented. Sixty first-grade students of 10 groups and their teachers from 3 public schools located in Porto Alegre participated in this research. Teachers’ answers to the questionnaire about the students’ academic profile were related to the student's achievement in a task involving counting principles. The results have shown that teachers had accurate perceptions of the children who mastered the counting principles, but not of the students who had not consolidated the principles or who were still learning them.

Author Biographies

Évelin Fulginiti de Assis, Universidade Federal do Rio Grande do Sul

Doutoranda na linha Aprendizagem e Ensino do Programa de Pós-Graduação em Educação na Universidade Federal do Rio Grande do Sul (UFRGS). Mestre em Educação pela UFRGS. Licenciada em Pedagogia pela mesma universidade.

Luciana Vellinho Corso, Universidade Federal do Rio Grande do Sul

Professora associada do Programa de Pós-Graduação, na linha de pesquisa Aprendizagem e Ensino, e de Graduação, na área de Psicopedagogia, da Faculdade de Educação (FACED) da Universidade Federal do Rio Grande do Sul (UFRGS). Licenciada em Pedagogia pela UFRGS, mestre em Educação pela Universidade de Flinders, Austrália, e doutora em Educação pela UFRGS.

References

DORNELES, Beatriz Vargas. Princípios de Contagem: uma construção progressiva. In: SEMINÁRIO PESQUISA EM EDUCAÇÃO: Região Sul, 5., 2004, Curitiba. [Anais] Curitiba: PUCPR, 2004. p. 1 - 12. CD-ROM.

DORNELES, Beatriz Vargas. Obstáculos cognitivos na aprendizagem matemática inicial: a contagem, as operações iniciais e os diferentes sentidos de número. In: MALUF, Maria Irene (Coord.). Aprendizagem: tramas do conhecimento, do saber e da subjetividade. São Paulo: Associação Brasileira de Psicopedagogia, 2006.

EDENS, Kellah M.; POTTER, Ellen F. An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice. Early Childhood Education, v. 41, p. 235-243, 2013.

GELMAN, Rochel; GALLISTEL, C. R.. The Child's Understanding of Number. Cambridge: Harvard University Press, 1978.

GLASCOE, Frances P. Can Teacher’ Global Ratings Identify Children with Academic Prolems? Developmental and Behavioral Pediatrics, v. 22, n. 3, p. 163-168, 2001.

HOGE, Robert; COLADARCI, Theodore. Teacher-Based Jugments of Academic Achievement: A review of Literature. Review of Educational Research, v. 59, n. 3, p. 279-313, 1989.

HASSINGER-DAS, Brenna; JORDAN, Nancy C.; GLUTTING, Joseph; IRWIN, Casey; DYSON, Nancy. Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement. Journal of Experimental Child Psychology, v. 118, p. 78-92, 2014.

KILDAY, Carolyn R.; KINZIE, Mable B.; MASHBURN, Andrew J.; WHITTAKER, Jessica V. Accuracy of Teacher Judgments of Preschoolers’ Math Skills. Journal of Psychoeducational Assessments, v. 30, n. 2, p. 148-159, 2012.

MARTÍNEZ, José F.; STECHER, Brian; BORKO, Hilda. Classroom Assessment Practices, Teacher Jugments and Student Achievement in Mathematics: Evidence from the ECLS. Educational Assessment, v. 14, p. 78-102, 2009.

NELSON, Peter; NORMAN, Ethan; LACKNER, Stacey. A Comparision of Methods to Screen Middle School Students for Reading and Math Difficulties. School Psychology Review, v. 45, n. 3, p. 327-342, 2016.

NELSON, Gena; POWELL, Sara. A Sytematic Review of Longitudinal Studies of Mathematics Difficulty. Journal of Learning Disabilites, p. 1-17, 2017.

PASSOLUNGHI, Maria Chiara; LANFRANCHI, Silvia. Domain-specific and domain-general precursors of mathematical achievement: a longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, v. 82, p. 42-63, 2012.

PRAET, M.; DESOETE, A. Enhancing young children’s arithmetic skills through non-intensive, computerised kindergarten interventions: A randomized controlled study. Teaching and Teacher Education, v. 39, p. 56-65, 2014.

SCHAPEE, Julie F. Early Childhood Assessment: A Correlational Study of the Relationships Among Student Perfomance, Student Feeling, and Teacher Perceptions. Early Childhood Education Journal, v. 33, n. 3, p. 187-193, 2005.

SCHERER, Petra et al. Assistance of Students with Mathematical Learning Difficulties—How Can Research Support Practice?—A Summary. Proceedings Of The 13th International Congress On Mathematical Education, [s.l.], p.249-259, 2017. Springer International Publishing.

SÜDKAMP, Anna; KAISER, Johanna; MÖLLER, Jens. Accuracy of Teachers’ Judgments of Students Academic Achievement: A Meta-Analysis. Journal of Educational Psychology, v. 104, n. 3, p. 743-762, 2012.

SWANSON, J., SCHUCK, S., MANN, M., CARLSON, C., HARTMAN, K., SERGEANT, J., et al. Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and the SWAN Ratings Scales. Irvine: University of California, 2005.

TEISL, James T.; MAZZOCCO, Michêle M. M.; MYERS, Gwen F. The Utility of Kindergarten Teacher Ratings for Predicting Low Academic Achievement in First Grade. Journal of Learning Disabilities, v. 34, n. 3, p. 286-293, 2001.

VUCOVIK, Rose K. Mathematics Difficulty With and Without Reading Difficulty: Findings and Implications From a Four-Year Longitudinal Study. Council for Exceptional Children, v. 78, n. 3, p. 280-300, 2012.

Downloads

Published

2021-06-07

How to Cite

de Assis, Évelin F., & Corso, L. V. (2021). Teachers’ perceptions of the performance of first-grade students . Perspectiva, 39(2), 1–15. https://doi.org/10.5007/2175-795X.2021.e71302

Issue

Vol. 39 No. 2 (2021): Dossiê Linguagem, literatura e decolonialidade: caminhos para pensar a educação em ciências

Section

Articles in continuous demand

License

Copyright (c) 2021 Évelin Fulginiti de Assis, Luciana Vellinho Corso

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. 

The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published  as article in Perspectiva Journal and quote the complete references.