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Musicando : um software para educação musical nas séries iniciais; Musicando: software for Music Education in the early grades

Dall Ago, Renato
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
POR
Relevância na Pesquisa
46.04%
Este trabalho apresenta a proposta e desenvolvimento de um software para Educação Musical, que tem como usuários finais alunos das séries iniciais da Educação Básica. O objetivo é propor um aplicativo capaz de auxiliar o ensino de Música nas escolas, fortalecendo e complementando os conceitos vistos pelo professor em sala de aula. O programa de computador foi desenvolvido, testado e validado, a fim de verificar suas propriedades.; This project presents the proposal and development of a software for Music Education, which has students of the early grades of basic education as end-users. The aim is to propose an application that can assist the teaching of music in schools, strengthening and complementing the concepts covered by the teacher in the classroom. The computer program was developed, tested and validated in order to verify its properties.

Dez anos dos Parâmetros Curriculares Nacionais: contribuições para o ensino de ciências naturais nos anos iniciais do ensino fundamental I

Capeloto, Larissa Regina
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Dissertação de Mestrado Formato: 136 f. : tabs.
POR
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP); Pós-graduação em Educação Escolar - FCLAR; O presente trabalho tem como objetivo estudar as contribuições dos Parâmetros Curriculares Nacionais – PCN, para as práticas pedagógicas dos professores dos anos iniciais do ensino fundamental, em escolas da rede pública de ensino, buscando identificar, na visão dos professores, possíveis modificações que vêm ocorrendo, após dez anos da elaboração e implantação desse documento. A opção metodológica foi a condução de um estudo com características das abordagens qualitativas. Os dados foram obtidos, no ano de 2009, por meio de entrevistas com dez professores, com mais de dez anos de atuação, em quatro escolas da cidade de Araraquara/SP, e pela análise dos PCN de Ciências Naturais e de documentos fornecidos por alguns dos docentes. São realizadas análises com o apoio teórico do conceito de currículo de Gimeno Sacristán (2001). Os resultados revelam que os professores conhecem os PCN e acreditam que esse referencial influencia suas práticas de Ciências Naturais. Pelas análises percebemos que essa influência se dá...

Infrared coagulation: a preferred option in treating early hemorrhoids

Gupta,Pravin J.
Fonte: Sociedade Brasileira para o Desenvolvimento da Pesquisa em Cirurgia Publicador: Sociedade Brasileira para o Desenvolvimento da Pesquisa em Cirurgia
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2004 EN
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BACKGROUND: The ideal therapy for hemorrhoids is always debated. For early grades of the disease, many different modalities of treatment have been proposed. Some are effective but are more painful, others are less painful but their efficacy is not assured on long term. Infrared photocoagulation has emerged as a new addition to the list. In this procedure, the tissue is coagulated by infrared radiation. During treatment, mechanical pressure and radiation energy are applied simultaneously to ablate the blood supply to the hemorrhoidal mass. METHODS: In the present retrospective study, the effect of infrared coagulation on patients with early grades of hemorrhoids is described. In a separate study, a comparison is made between Infrared coagulation and rubber band ligation in terms of their effectiveness and discomfort. RESULTS: 212 patients were treated by infrared coagulation and were followed up for a period of 18 months. Only 28 patients had persistence or recurrence of bleeding. Overall ratio of comfort and patient satisfaction from pain and bleeding was quite satisfactory. The comparative study showed that though rubber band ligation is more effective, it is a more painful procedure. CONCLUSION: These studies shows that Infrared coagulation for hemorrhoids in early stages could prove to be a easy and effective alternative to conventional methods as it is quick...

Effects of a brief but intensive remedial computer intervention in a sub-sample of kindergartners with early literacy delays

Van der Kooy-Hofland, Verna A. C.; Bus, Adriana G.; Roskos, Kathleen
Fonte: Springer Netherlands Publicador: Springer Netherlands
Tipo: Artigo de Revista Científica
EN
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Living Letters is an adaptive game designed to promote children’s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.

Investing in Young Children : An Early Childhood Development Guide for Policy Dialogue and Project Preparation

Naudeau, Sophie; Kataoka, Naoko; Valerio, Alexandria; Neuman, Michelle J.; Elder, Leslie Kennedy
Fonte: World Bank Publicador: World Bank
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Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition. They can support parents and other caregivers in providing a positive and stimulating environment for children from birth on by promoting parenting information programs, investing in direct services such as home-based visits, funding daycare centers and preschools, or providing financial incentives to access good quality programs for infants and children. This Early Childhood Development (ECD) guide presents lessons and experiences that have been useful in informing the policy debate about ECD interventions and the design of such programs across the world. Whether the user of this guide is at the initial stage of deciding whether to expand an ECD portfolio or already in the program design stage...

Literacy for All in 100 Days? A Research-based Strategy for Fast Progress in Low-income Countries

Abadzi, Helen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
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In low-income countries many students are marginalized very early and remain illiterate. In grades 1-3 they attend rarely, though they may officially drop out in grade 4. Many others graduate from primary school without having learned letter values. The worrisome outcomes, despite much donor investment in low-income countries, have prompted scrutiny of the methods, and textbooks used to make students literate. This document offers insights from cognitive neuroscience and evidence suggesting that students can be taught basic literacy within the first semester of grade 1, if taught in consistently spelled languages. Teaching students at risk of dropout to read as early as possible enhances equity. However, the reading methods used in many countries are complex and hard for teachers to execute. They pertain to high-income countries and to certain western European languages. English but also French, Portuguese, and Dutch have complex spelling systems. English in particular requires three years of learning time. (French requires about two). Reading instruction for English is expensive and complex. Lists of whole words must be learned...

Mauritius Early Childhood Development : SABER Country Report 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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This report presents an analysis of the early childhood development (ECD) programs and policies which affect young children in Mauritius. It is part of a series of reports prepared by the World Bank using the systems approach for better education results (SABER)-ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in Mauritius, along with some regional and international comparisons. The Government of Mauritius (GoM) runs free public preschools, and gives cash transfers to private schools for every child enrolled. The GoM offers free public healthcare, including essential health and nutrition services for pregnant women and young children. While the GoM has implemented important ECD policies and programs, some aspects of the legal framework and systems to monitor and assure quality can be improved.

Expanding Access to Early Childhood Development : Using Interactive Audio Instruction

World Bank Group; Education Development Center
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
EN_US
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The returns to investments in early childhood development (ECD) are manifold and can include improved school readiness, reduced drop-out rates, higher labor force productivity and greater social cohesion. Despite these high returns, enrollment in early childhood education is just 18 percent across Africa, with disproportionately high enrollment from children in urban areas and from wealthier families. Interactive Audio Instruction (IAI) is a distance learning technology that can deliver low-cost, culturally appropriate education via radio or mobile audio technology. It is a highly effective tool to reach children who can be hard to reach through conventional programs, including the rural poor and children with disabilities. IAI can also be an effective form of service delivery in unstable and conflict-affected regions.

Measuring Beginner Reading Skills : An Empirical Evaluation of Alternative Instruments and their Potential Use for Policymaking and Accountability in Peru

Kudo, Ines; Bazan, Jorge
Fonte: Banco Mundial Publicador: Banco Mundial
Tipo: Publications & Research :: Policy Research Working Paper
ENGLISH
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Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels. The paper reviews the literature on using reading skills measurement in the early grades to guide policymaking, strengthen accountability, and improve education quality. It uses data generated from the same students using two common approaches to measuring reading skills: an individually-administered oral fluency test, and a group-administered written comprehension test designed by the Ministry of Education for the 2006 universal standard test of second grade reading comprehension. These two approaches have sometimes been presented as competing alternatives, but the paper shows that it is better if they are used together, as complements. Based on psychometric analysis, the paper shows that both the oral and written tests adequately measured students' reading abilities. The results show that reading fluency and comprehension are correlated: fluent readers are more likely to understand what they read than non-fluent readers. The strength of the fluency-comprehension relationship depends on the level of fluency...

Developing the Enabling Context for Student Assessment in Russia

Bolotov, Viktor; Kovaleva, Galina; Pinskaya, Marina; Valdman, Igor
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
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In the first decade of the twenty first century, Russia launched a comprehensive reform of its student assessment system. This task was part of a broader reform of the education system, which aimed to ensure that students developed the skills required for the country's social and economic development. This case study focuses on the main types of assessments used in education: large?scale assessments for monitoring educational quality (international, national, and regional); examinations for secondary school certification and tertiary education selection; and classroom assessments in support of teaching and learning. The paper also examines the enabling context for assessment activities in Russia, which encompasses the policy framework, institutional arrangements, and the human and fiscal resources needed to carry out assessment programs and activities. Russia has a strong education system, but there are concerns about its quality. The country inherited a strong tradition of universal high quality education from the Soviet era. Some 13 million students presently attend 53...

Senegal : Early Grade Reading Assessment; Senegal - Early Grade Reading Assessment (EGRA) : Résultats d élèves sénégalais des trois premiers grades ayant appris à lire en français et en wolof - rapport pour la Banque mondiale

Sprenger-Charolles, Liliane
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.22%
In international assessments (Progress in International Reading Literacy Study - Organization for Economic Co-operation and Development [PISA-OECD] and Progress in International Reading Literacy Study International Evaluation of Educational Achievement [PIRLS-IEA]), children's reading skills are not assessed before the fourth grade. For students who are poor readers, it is often too late by this time to carry out efficient and effective remedial instruction. To be efficient remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. The last two analyses indicated that in the two groups (Wolof and French), correlations between socioeconomic status and various tasks were not significant and that socioeconomic status does not contribute to variance in reading skills. This was also the case for phonemic analysis and the knowledge of letter names...

Findings from the Bhutan Learning Quality Survey

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
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36.25%
The education sector in Bhutan has been growing steadily since the 1960s and concomitantly the literacy rates of the population have also been steadily going up over time. The mostly mountainous country regards education as central to its national development. Every cohort has seen an increasing share of children going to school and the education system now strains to keep up with the speed with which enrolment has expanded over the last ten years, in-line with Bhutan's commitment to meet the education Millennium Development Goals (MDGs). This report is structured as follows: section two presents the background and context of Bhutan's education system; section three discusses previous theoretical and empirical literature on education quality; section four describes the sampling design methodology, the sample and empirical methodology used in this study; section five presents findings on students' actual knowledge in three subjects and their corresponding scaled scores; section six presents the results of multivariate regression analysis for estimating school...

Impacts of an Early Stage Education Intervention on Students' Learning Achievement : Evidence from the Philippines

Yamauchi, Futoshi; Liu, Yanyan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
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This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.

Education in the Republic of South Sudan : Status and Challenges for a New System

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Publication; Publications & Research
EN_US
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This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education...

The Gambia : Early Grade Reading Assessment

Sprenger-Charolles, Liliane
Fonte: World Bank, Washington, Dc Publicador: World Bank, Washington, Dc
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.09%
In most major international assessments (e.g., Programme for International Student Assessment-Organization for Economic Co-operation and Development [PISAOECD], and Progress in International Reading Literacy Study -International Evaluation of Educational Achievement [PIRLS-IEA]) children's reading skills are not assessed before fourth grade. For students who are poor readers, it is often too late to carry out efficient and effective remedial instruction. Indeed, to be efficient, remedial instruction should be conducted as early as possible. In addition, most major assessments are only composed of reading comprehension tasks, and do not take into account the level of word reading fluency (including accuracy and speed) and listening comprehension. However, research suggests that reading comprehension is associated with capacity in these complementary tasks. A large-scale reading assessment was conducted in Gambia with 1,200 first, second, and third graders (randomly selected from 40 schools) who were learning to read in English. Three analyses were carried out. The first involved a comparison within the group...

Promotion with and without Learning : Effects on Student Enrollment and Dropout Behavior

King, Elizabeth M.; Orazem, Peter F.; Paterno, Elizabeth M.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
36.19%
Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers' ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place...

A contribuição da educação infantil de qualidade e seus impactos no início do ensino fundamental; The contribution of quality early childhood education and its impacts on the beginning of fundamental education

Campos, Maria Malta; Bhering, Eliana Bahia; Esposito, Yara; Gimenes, Nelson; Abuchaim, Beatriz; Valle, Raquel; Unbehaum, Sandra
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/04/2011 POR; ENG
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Este artigo apresenta resultados de uma pesquisa cujos objetivos foram avaliar a qualidade da educação infantil (EI) em seis capitais brasileiras (estudo da qualidade), para, a seguir, identificar diferenças no desempenho escolar de crianças no início do ensino fundamental (EF) associadas à frequência de uma pré-escola de qualidade (estudo de impacto). O estudo de impacto utilizou os resultados do estudo da qualidade obtidos por meio da aplicação de escalas de avaliação da qualidade a uma amostra de pré-escolas de três capitais brasileiras, resultados estes que indicam um nível de qualidade comprometido na maioria das instituições avaliadas. A amostra do estudo de impacto foi constituída por 762 alunos de escolas públicas com notas na Provinha Brasil, dos quais 605 haviam frequentado uma pré-escola avaliada no estudo da qualidade e 157 crianças que não frequentaram a EI. Os dados foram analisados utilizando a análise multinível/hierárquica com classificação cruzada, que permite levar em conta, simultaneamente, o efeito de diversas variáveis explicativas (características dos alunos e de suas famílias; das escolas de EI e das escolas de EF) sobre os resultados da variável resposta (as notas dos alunos do segundo ano na Provinha Brasil). O estudo de impacto revela que a frequência à pré-escola de boa qualidade influi positivamente no desempenho dos alunos na Provinha Brasil. As análises indicam...

Professores discriminados: um estudo sobre os docentes do sexo masculino nas séries do ensino fundamental; Discriminated teachers: a study of male teachers in the early grades of primary school

Rabelo, Amanda Oliveira
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/12/2013 POR; ENG
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Este artigo tem como objetivo analisar algumas representações de gênero que envolvem a docência nas séries iniciais do ensino fundamental no Rio de Janeiro (Brasil) e em Aveiro (Portugal), especialmente as representações geradoras de discriminações que afetam os homens atuantes na profissão. Socialmente definida como feminina, tal profissão carrega representações que podem diferenciar as práticas e as escolhas, sendo que muitas delas associam o magistério ao feminino e alegam que os professores homens estariam fora de lugar. A partir da análise qualitativa e quantitativa de questionários e entrevistas com professores desse segmento, examinamos, então, quais são as representações de gênero que circulam em relação à docência nas séries iniciais do ensino fundamental, se existe discriminação em relação a eles, bem como se os homens que entram na profissão são desprovidos de preconceitos e ajudariam a diminuir as discriminações de gênero. Concluímos que o simples fato de existir um professor do sexo masculino nas salas de aula pode provocar várias representações de gênero; nesse sentido, os professores podem ou não tentar quebrar tais representações, o que aconteceu com alguns dos participantes desta investigação. Mesmo sofrendo preconceitos...

O conteúdo das lutas nas séries iniciais do ensino fundamental: possibilidades para a prática pedagógica da Educação Física escolar; Fights content in elementary school's early grades: pedagogical practice possibilities in School Physical Education; El contenido de las luchas en los grupos iniciales de la enseñanza primaria y secundaria: posibilidades para la práctica pedagógica de la Educación Física escolar

Gomes, Nathalia Chaves; Unesp - Rio Claro; de Barros, André Minuzzo; Unesp - Rio Claro.; de Freitas, Fernando Paulo Rosa; Unesp - Rio Claro.; Darido, Suraya Cristina; Unesp - Rio Claro.; Rufino, Luiz Gustavo Bonatto; Unesp - Rio Claro.
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 26/11/2013 POR
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http://dx.doi.org/10.5007/2175-8042.2013v25n41p305As lutas são conteúdos da Educação Física que devem estar presentes na prática pedagógica. Contudo, há ainda lacunas e incompreensões em seu desenvolvimento pedagógico. Assim, por meio de uma revisão de literatura, este estudo objetivou analisar as lutas compreendendo sua importância, bem como apresentando uma forma de classificação. Em um segundo momento, apresentou-se uma proposta de organização curricular das lutas nas séries iniciais do ensino fundamental. Conclui-se ser importante compreender as lutas enquanto conteúdos das aulas de Educação Física propondo uma organização dos conteúdos que pode contribuir com a apropriação crítica dessa manifestação da cultura corporal de movimento.; Fights are Physical Education contents that should be present in pedagogical practice. However, there are still gaps and misunderstandings in their educational development. Thus, through a literature review, this study aimed to analyze fights as contents of School Physical Education, comprehending its importance as well as presenting a classification form. In a second moment, we presented a curricular organization proposal of fights in elementary school’s early grades. We concluded that is important to understand fights as School Physical Education contents. In this way...

A learning pathway for whole numbers that informs mathematics teaching in the early years

Kühne,Cally; Lombard,Ana-Paula; Moodley,Trevor
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
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This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R - 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners' conceptual understanding of number over time. This case study reveals the importance of a devise that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom.