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The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.

With over two decades of research showing a close association between working memory (WM) and maths performance, WM training has been suggested as one way to supplement conventional remedial instructions. Although initial findings were promising, recent reviews have found that training typically resulted in WM improvement but no transfer to maths performance. This paper focused on the utility of WM training for maths performance. In addition to a brief review of relevant works, I described my own efforts and insights gained from three iterations of an intervention that produced mixed findings. One of the main questions addressed in this paper was the reasons for robust findings of near but not far transfer. Some of the older studies were beset by poor methodological designs. However, the finding that more recent, better executed studies also found a similar lack of far transfer is troubling. I examined whether the use of WM training for improving maths performance is simply misguided. I also examined the possibility that the extant approaches to intervention may be approaching the problem from the wrong perspective. [Spanish translation by Mercè Rius.]

The research field on textbooks for Music Education is relatively recent, a fact that brings yet a timid corpus or researches. Concerning digital textbooks, those researches are even scarcer. This paper discusses the digital solutions for Music Education in basic schooling in Brazil, and elect as study objects the «Teacher's digital textbooks» for Art/Music Education, distributed by the Brazilian federal textbook program known as PNLD, in its 2020 edition. The theoretical framework is related to "manualistics" and studies connected to the concepts of schooling culture. The main method of this research is the document analysis taking as object the twenty eight digital art/music textbooks approved by the 2020 PNLD program. The results show that: digital textbooks became a reality in the Brazilian public textbook programs; the nature of those textbooks are still being shaped what is revealed by a variety of contours and structures, different of what happens in the printed version of textbooks, usually seen as more uniformed; the didactic models of those digital textbooks are, in general, still conservative, revealing a tendency of maintaining methodological models of the printed books. Finely, this research allows highlighting the efforts in offering better Art/Music digital textbooks to Brazilian students, enabling a dialogue with aspects of the contemporary world. [ABSTRACT FROM AUTHOR]

The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers' uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter. [Translation from English by Mercè Rius.]

In this paper, we discuss the theoretical foundation and implementation of two alternative instructional courses that aimed to support the development of elementary school students' early algebraic thinking. Both courses approached three basic algebra content strands: generalized arithmetic, functional thinking and modelling languages. The courses differed according to the characteristics of the tasks that were used. The first course involved 'pure mathematical guided investigations' emphasizing scaffolding steps in pure mathematics contexts. The second course focused on 'applied open explorations' underlining more open questions in applied everyday contexts. The courses were compared in respect to students' learning outcomes. The findings, yielded from the analysis of pre-test and post-test data, indicated that the second course had better learning outcomes compared to the first. [Translation from English by Silvia Montero.]

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Human breastfeeding presents characteristics of socioscientific problems, identifying in it different controversies, among which is the one related to the use of breast milk or formula milk. This paper analyzes the influence of an instructional module, which combines three teaching strategies: label analysis, roleplaying and controversy mapping, on the reasoning of 62 preservice elementary teachers on this controversy. For this purpose, a pretest and posttest task were used asking for their reasoned position on which breastfeeding model is better: with breast milk or formula milk. The instructional module has influenced the number of reasons and the types of reasoning made by the participants, but not their positions with respect to the controversy, which were clearly in favor of breast milk. Likewise, a significant increase is found in the number of reasons showing adequate scientific knowledge. Finally, some teaching and other implications for further research are raised. [ABSTRACT FROM AUTHOR]

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Following a discursive-pragmatic approach to linguistic variation, the goal of this paper is to analyse the lexical variation maestro-profesor in a sample of official documents of primary state schools and privately-owned but state-funded ones in the autonomous community of Castile-La Mancha (Spain). The analysis reveals that the lexical alternative profesor, significantly more common in the corpus than maestro, can be considered a case of uplifting euphemism intended to upgrade and magnify the professional status and social appreciation of teachers in infant and primary education. In this way, profesor plays an important role as a face-saving device which is part of a more general strategy of positive self-presentation for schoolteachers that may introduce some degree of ambiguity in the message conveyed. [ABSTRACT FROM AUTHOR]

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Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana 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.)

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This paper presents provides an initial assessment of the benefits that can be obtained by applying thinking routines (Project Zero, Harvard University) in contexts of Content and Language Integrated Learning (CLIL), an approach to bilingual education that is now commonplace in Europe and that is gaining ground in other continents. The first part of the study provides a discussion of the theoretical compatibility of visible thinking -the larger conceptual framework which supports the routines- and CLIL, which has the student's cognitive engagement as one of its central methodological principles. In turn, the second part presents the result of a systematic application of the 7 introductory or core routines with preservice teacher trainees in Madrid (Spain) studying a university CLIL program, as well as some experiences of these routines with Elementary education students in three schools of the region. All these experiences attest to the significant benefits of using thinking routines in bilingual instruction, especially in what regards a greater student involvement than alternative practices, on the one hand, and the ability to provide extensive oral practice in question forming. However, a number of their limitations is also discussed, specifically in relation to their cognitive quality as well as their ability to generate situations of authentic communication in L2. Based on these preliminary findings, specific questions for future studies are proposed. [ABSTRACT FROM AUTHOR]

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This paper aims to show how the didactic problem of elementary differential calculus connects and develops three research lines deeply interrelated and resulting from various emerging works of the anthropological theory of the didactic (ATD). As a result of this confluence it arises a proposal for a possible rationale for the study of elementary differential calculus at the beginning of the Portuguese university education. [ABSTRACT FROM AUTHOR]

On this paper, an analysis of the strategies used by children in first and second grade of elementary education (7-8 years old) from two academic institutions in Bogota, Colombia, for solving multiplicative situations before receiving instruction on multiplication and division, is introduced. The analysis focuses on identifying whether children recognize different units, simple or compound, and the use they made of them, particularly if children build units to address the given situations, and whether the children re-interpretate the said situations with these units. This research was conducted by using the method of task-based interviews, from which it was possible to find evidence of the strategies used by the children, in particular two emerging strategies that have not been reported in the international literature: equivalence between different types of unit and coordinated use of composite units. [ABSTRACT FROM AUTHOR]

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This paper aims to describe the development of children's understanding of metaphors and the type of part-whole relationships they are capable of establishing when solving puzzles. The study was carried out with 30 students from a federal elementary school in the state of Querétaro, Mexico: 10 second-year students, 10 fourth-year students and 10 sixth-year students. They were asked to answer four metaphorical puzzles and explain what information they had taken into account to arrive at their answers. The results show that: a) children's understanding of metaphors increases with their school year, and b) participants from higher years tend to establish more comprehensive and coherent part-whole relationships than students from lower years, which allows them to better understand metaphors in puzzles. The results confirm findings by Calderón (2012) and Calderón, Vernon and Carrillo (2012). [ABSTRACT FROM AUTHOR]

This paper intends to describe a phenomenon observed when children aged 6 and 7 years old, who had not yet received formal instruction about division, tried to solve a problem of distribution by means of drawings. The phenomenon called "frames of meaning" attempts to explain why some children were successful in solving problems and others were not. We illustrate this hypothesis empirically through a case study. This hypothesis is a powerful theoretical and methodological tool for understanding the underlying mathematical thinking and arithmetic problem-solving abilities of children this age. However, it is necessary to continue to expand our analysis and the application of this framework. This would lead to reconsider conventional educational and evaluative practices. In this article we try to point the way by which these changes could be made. [ABSTRACT FROM AUTHOR]

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Incorporating the knowledge, crafts and traditions of local cultures into the school curriculum is a challenge for teachers and school management teams, who struggle both to integrate this knowledge into the curriculum and to develop teaching strategies to that end. After a year of qualitative fieldwork with schools and communities, this paper offers a pedagogical proposal enabling local knowledge to be taught in natural science classes in accordance with the current curriculum. The results posit five areas of local knowledge that may be matched to much of the content and many of the objectives of the Chilean natural science curriculum and other curriculum documents. This finding helps to revitalize and reevaluate local cultures and also facilitates the teaching process in the natural sciences by encouraging culturally-relevant activities in schools, which invite students to question and further research what they are learning. [ABSTRACT FROM AUTHOR]

This paper offers a general analysis of science teaching and learning and scientific research in elementary schools in Mexico. A standardized questionnaire was given to 1,559 students, and interviews were carried out with 74 teachers and 35 principals from 35 public and private elementary schools in 14 cities across the country. The questionnaire and interviews encompassed both the teaching of natural sciences and scientific inquiry in other subjects. The results point to an outlook that is both encouraging and demanding: encouraging because students show a positive attitude and a favorable view of science, and teachers and principals show an interest in teaching research; but also demanding because some areas were identified that needed strengthening, such as the importance of cross-disciplinary research teaching, the suitability of teaching and learning activities, the use and incorporation of informal science education activities and education management. [ABSTRACT FROM AUTHOR]

Several studies have highlighted the applicability of approach and avoidance constructs in achievement goals as people aim to either prove their competencies or avoid doing so. This is even more apparent in higher education. The aim of this paper is to determine the implementation of a questionnaire on achievement goals for students with a specialization in Physical Education at the Universidad de Granada, and compare the results with sporting, academic and professional variables, using 140 students from the aforementioned specialization in two universities. The results showed that the students opt for mastery rather than performance, with similar values found between approach and avoidance. No links were found between the scale and the rest of the variables analyzed, and therefore it may be considered that motivational trends follow two differentiating paths. These findings highlight the need to rethink motivational strategies in order to redirect avoidance-prone students and encourage, insofar as is possible, students' commitment and adherence to the learning process in physical education. [ABSTRACT FROM AUTHOR]

This paper deals with knowledge related to the Day of the Dead explicitly expressed and conveyed through free elementary school textbooks, as knowing what is being passed on to children about this aspect of Mexican identity will uncover new ways of preserving traditions. The assessment was carried out using an instrument that indicated the kind of information contained in the pages of textbooks. The instrument used the Delphi method with help from experts in the field, which revealed the quantity and type of content included. The research found a lack of information about this cultural event in texts aimed at teachers, parents and elementary school students. This points to a deficiency in communication regarding this characteristic of Mexican culture. [ABSTRACT FROM AUTHOR]

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Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte 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.)

Throughout the 19th century, in the context of setting up the new republican order, the humanization of physical punishments was promoted. As part of a cultural climate affected by the individualization of the body, modern educational trends questioned the excessive punishment of children. This paper discusses the reviews of such disciplinary practices in Buenos Aires elementary schools and its countryside, with the aim of reflecting on how this "civilized awareness" process struggled for a punishment economy to design--at the end of the century--a new ethical code of honor and virtue based on self-discipline as the kind of behavior that should be adopted by future citizens of the republic. [ABSTRACT FROM AUTHOR]

Share (1999; 2004; 2008; 2011) has indicated that the phonological recoding of words constitutes a self-teaching mechanism that fosters the development of orthographic representations. However, several studies have suggested that some characteristics of grapheme-phoneme correspondences might constitute an obstacle for this process. This paper aims to explore whether those graphemes which may correspond to more than one phoneme (that is, graphemes with two possible phonological translations in Spanish, such as as either /j/ or /gu/) or graphemes with a very low frequency relative to homophone graphemes ( being ten times less frequent than ) hinder the establishment of orthographic representations in Spanish. Thus, 54 children attending 3rd. grade phonologically recoded pseudowords with and without this kind of graphemes. After training sessions, children were post-tested with a lexical decision task and a spelling to dictation task in order to evaluate whether they had been able to store the orthographic representations of the pseudowords they had read. Results showed that children tended to make significantly more mistakes in the post-test when the pseudowords contained ambiguous graphemes or graphemes with relatively low frequency than in pseudowords that did not include such graphemes. These results suggest that phonological ambiguity of graphemes and low frequency respective to homophone graphemes have a negative impact on children's ability to form orthographic representations in Spanish. [ABSTRACT FROM AUTHOR]