Niveles de comprensión de las tablas en alumnos de primaria y secundaria

Gabucio, Fernando; Martí, Eduardo; Enfedaque, Jesús; Gilabert, Sandra; Konstantinidou, Aikaterini

doi:10.1174/113564010791304528

Cited by 38 publications

(76 citation statements)

References 21 publications

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“…On the one hand, it is possible that the levels of the rubric's execution, with regard to the plot and theme criteria, are not well adapted to the students' level; or else they are not adequately functional for generating sufficiently specific revisions of text pieces. On the other hand, several studies have demonstrated the difficulties that the students encounter when interpreting tables and other external representation systems in school tasks (Gabucio, Martí, Enfedaque, Gilabert, & Konstantinidou, 2010). There is no doubt that the rubric's format is difficult for a Primary student to interpret given that it contains columns and rows that signify something different than what is usually associated with this type of representation.…”

Section: Discussionmentioning

confidence: 99%

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Montanero

Lucero

Sánchez

2014

Infancia y Aprendizaje

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This study compares two types of activities involving narrative text revision: the first one consists in a traditional evaluation by teachers and the second one involves iterative co-evaluation with a rubric. A total number of 128 Primary school learners that were randomly assigned to the two types of assessment took part in this study. They were asked to write a composition that was assessed with the assigned evaluation procedure in each case. After the evaluation process (by means of hetero-evaluation or iterative co-evaluation), the participants completely rewrote their compositions. A standardized test (PROESC: assessment of writing processes) and a rubric were applied in order to analyze the improvements in the new versions of the compositions. The narrations were also marked by four teachers, unaware of the research. The number of changes introduced by the participants in the second version of the narrations was also counted. The results show that 76% of the subjects that were assessed by means of iterative co-evaluation introduced the changes suggested by their peers as opposed to 86% of the learners in the other group that incorporated the modifications indicated by their teacher. The process of iterative co-evaluation with rubric resulted in a clear improvement in the organization and contents of the narrative texts (mainly in the description of the characters and in the story setting) while the students assessed by their teachers improved, significantly, their grammar and, above all, spelling mistakes.Resumen: En esta investigación se compararon dos tipos de actividades de revisión de textos narrativos: una de evaluación tradicional por parte del profesor y otra de coevaluación iterativa con rúbrica (CIR). Un total de 128 alumnos de Educación Primaria, asignados aleatoriamente a ambas modalidades de evaluación, redactaron una narración que, tras el proceso de heteroevaluación o de coevaluación, respectivamente, fue posteriormente English version: pp. 184-198 / Versión en español: pp. 199-213 re-escrita por completo. Para analizar las mejoras en las narraciones se aplicó una prueba estandarizada (PROESC) y una rúbrica. Las narraciones fueron también calificadas por cuatro maestros, ajenos a la investigación. Por último, se contabilizaron el número de cambios introducidos por los sujetos en la segunda versión del relato. Los resultados muestran que el 76% de los sujetos que participaron en la actividad de CIR introdujo las sugerencias de mejora aportadas por los compañeros, frente a un 86% que incorporó modificaciones indicadas por el profesor. Las actividades de CIR desencadenaron una mejora significativa en la organización y el contenido de la narración (principalmente en la descripción de los personajes y del marco en el que ocurre la historia); mientras que los alumnos que fueron evaluados por el profesor mejoraron significativamente en los aspectos gramaticales y, sobre todo, ortográficos.Palabras clave: aprendizaje cooperativo; evaluación por pares; rúbrica; escritura; Educación PrimariaThe act of w...

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Section: Discussionmentioning

confidence: 99%

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Montanero

Lucero

Sánchez

2014

Infancia y Aprendizaje

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“…These data on graph interpretation were gathered simultaneously with the data on graph construction by randomly splitting the classes into three subgroups: the first group of participants was assigned to Study 1, the second to Study 2 and finally, the third to a table interpretation task. Thus, with this extra set of data (Gabucio, Marti, Enfedaque, Gilabert, & Konstantinidou, 2010),…”

Section: Resultsmentioning

confidence: 99%

“…Two hundred students were given a test in which they were asked to interpret a Gabucio, et al, 2010, name deleted to maintain the integrity of the review process for the interpretation test).…”

Section: Resultsmentioning

confidence: 99%

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

García-Milà

Martí

Gilabert

et al. 2014

Mathematical Thinking and Learning

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Abstract:Studies that consider the displays that students create to organize data are not common in the literature. This paper compares 5th through 8th graders' difficulties with the creation of bar graphs constructed using either raw data (Study 1, n=155) or a provided table (Study 2, n=152). Data in Study 1 showed statistical differences for the type of data organization but not for grade level. Students' primary problem was choosing a format that integrated a second variable and aggregating data. In contrast, when the table was provided (Study 2), we observed that 7th-8th graders outperformed 5th-6th graders. We interpret these results in terms of older students' better data interpretation competence. We conclude that students' difficulties in bar graphing can be traced to their tabulation processes. Data organization is an essential bridging tool for understanding the essence of the data and representing them graphically, and educators should devote to it the attention it deserves. . All of your comments and all of Reviewer 5's have been addressed in the revision. Reviewer 1's comment 1 and 2 are commented in the response table but did not generate any change in the manuscript. We interpreted them as additional comments rather than "must" suggestions. Please tell us if we need to make any additional changes. All changes are highlighted in the manuscript. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationThe Figures, Tables and Appendices are all the same excepte for Table 3 and Table 7 (there were small errors in the title). The paper contains 3 Appendices, 11 figures and 8 tables and its length is 35 pages long excluding cover page, letter, abstract, references, tables and figures. Aso, we have removed anonimity by adding two of our previous papers that are referred to in the manuscrit, and also, we have added the acknowledgments and proof read the text. We hope that the paper is close to publication. We again, are very grateful to the reviewers', as well as to your thorough revision of the manuscript. We hope that you will find that it is suitable for publication. With kind regards, Merce email: mgarciamila@ub.edu Cover LetterAll changes in the new manuscript are marked with the control of changes Reviewer 1 commentsAuthors' response 1. Given that the students come from multiple classrooms in multiple schools and each class is split among the two studies, it may help the readers if the authors create a graphic showing how the participant pool was created. This is just an idea but perhaps the authors could show 5 circles representing the 5 schools. Inside each school circle, a smaller circle or circles could be drawn to indicate the class or classes that came from that school. Each class circle could be labeled as a primary or secondary classroom. Each class circle could be further split with a line and the number of students that were assigned to study 1 and to study two could be labeled. I'm not sure if this is helpful but I thought I would suggest it as a way to help re...

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“…Los resultados muestran que los estudiantes trabajan y consideran aspectos de lectura literal de información, alcanzando con facilidad por estudiantes de primeros cursos de Educación Prima-ria, tal como lo confirman las investigaciones previas (e.g., ESPI-NOZA, 2015;GABUCIO et al, 2010;OCHOA, 2015;PEREIRA;CONTI, 2012).…”

Section: Discusión Y Conclusiónunclassified

Construcción de tablas estadísticas por estudiantes chilenos de tercero de Educación Primaría

Díaz-Levicoy

Morales

Vásquez

2018

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En el presente artículo reportamos los resultados sobre la construcción de tablas estadísticas por grupo de estudiantes de tercer grado de Educación Primaria en Chile. La muestra estuvo compuesta por 79 estudiantes, a los que se les aplicó un cuestionario con las actividades, previamente validado por expertos. En la primera actividad se solicitó a los estudiantes construir una tabla de conteo a partir de un listado de datos sin agrupar, mientras que en la segunda se solicitó construir una tabla a partir de la información de un pictograma. Los resultados muestran que la actividad en la que el estudiante debe completar la tabla de conteo y obtener la frecuencia con ellos es la más sencilla,

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Niveles de comprensión de las tablas en alumnos de primaria y secundaria

Cited by 38 publications

References 21 publications

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Fifth Through Eighth Grade Students’ Difficulties in Constructing Bar Graphs: Data Organization, Data Aggregation, and Integration of a Second Variable

Construcción de tablas estadísticas por estudiantes chilenos de tercero de Educación Primaría

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