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Knowing the letters and the numbers on the line : Renata Friedheim de Seixas
Corrêa Ana Cecília Affonso de
Carvalho Friedheim cicafried@gmail.com Social Group: Adriana Alves
Barcellos Pedro Ernesto Public School Professor Abelardo Lobo Street, 5 – Lagoa, Rio de Janeiro – RJ Region: 22470-240 Our project took place at the Pedro Ernesto Public
School, located at Professor Abelardo Lobo Street, Lagoa. Our chosen partner was Adrana Alves
Barcellos. At Adriana’s class, there are mostly Portuguese and
Mathematics exercises. The teacher is
supposed to make her students learn how to write, read and solve Math
equations. She also does activities
where the students practice their reasoning using images. Joining the class on their day-to-day routine, we
observed two Mathematics class. On one
of these, the teacher asked her students to write some numbers in full
words. The students did their task on
their notebook, while Adriana wrote the exercise on the black-board so that
everyone could follow. Using the words that we gathered from Adriana’s
vocabulary, we produced our project following the sentence: “Know the letters
and the numbers” The activities we observed were all connected to
this sentence. Besides the Mathematics
exercise mentioned before, on our fourth visit to Adriana’s class, we observed
a Portuguese class, where she practices “letters” with her students. The class did an exercise where they had to
find synonyms. Again, the exercise was
followed by the teacher on the board. Studying various ideas, our final object was decided
to be a “clothesline”, where instead of clothes, we would have pockets so
that Adriana could put in images, numbers and syllables. With this object the students could
interact and participate in Portuguese and Mathematics exercises, and any
other exercise that the teacher could choose to use. This “clothesline” can be hung from one
side to the other on the blackboard by a blue rubber line. The pockets were made by fabric and see-through
plastic, so that the images, numbers and letters cards that were put in could
be seen. These cards were made from
thick card paper and later were plasticized for better resistance. The syllables were on blue paper card and
the numbers were on red. Besides those
cards, we printed out images that related to the syllables so that they could
be used together on the line. When
using the line, the teacher forms simple math calculations and leaves the
solution space in blank so that a student can put the right card in. She also uses the images and asks for a
student to spell the word related to the image correctly using the
syllables. Ana Cecilia: I thank my partner Renata for helping
me on the toughest moments of this project and giving me strength to keep
going on. This gave me the will to
finish this project with a surprising result.
I thank Adriana for helping throughout the whole project process,
receiving us with opened arms and showing us new things. This made me conscious that with love a job
is well done. Renata: I thank my project partner, Ana Cecília, for
starting this project with a lot of enthusiasm and creativity. This made me conscious that together we
would be able to produce a wonderful work.
I thank Adriana for her participation and interest in this
project. This gave me the will to
bring new things to her on our dates and I learned that taking these objects
to her with enthusiasm, she received them with much joy. Subject: DSG 1002 Class: 1AD Teachers: Luis Vicente Barros and Ana Branco |
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