Intervention in counting principles: teachers’ perceptions on students’ learning profile
Résumé
The research field about teachers’ perceptions on students’ performance highlights the importance of understanding this approach in order to help students to improve their learning outcomes. This study aims to contribute to this discussion. It involved 136 first-grade students, from 10 classes of 3 Brazilian public schools. The teachers participated by filling out a questionnaire about the students’ learning profile, including aspects such as: behavior, attention, social interaction and knowledge by area (mathematics, reading and writing). The teachers’ answers were related to the students’ achievement in a counting principles task. The results show that teachers have correct perceptions about the students who master the counting principles, but the same is not true for the ones who did not consolidate or were still developing the principles. The educational implication of the study is pointed out.
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