Knowing how to write coherently, with appropriate vocabulary and error. Well put the accents. Knowing how best accounts with money. These are some of those identified as vulnerable in the report, released on Tuesday, on the results of interim tests of Portuguese and Mathematics in 2nd cycle.
These tests began in 2010/2011 and, although not required, are made in the 2nd year of the 1st cycle of basic education in schools wishing to do so. The aim is to “early diagnosi s of students’ difficulties.” There are positive data, but in view of the past four years, the IAVE highlights three areas that deserve “more specific intervention” the Portuguese: writing; grammar, and taking into account the “weakness” in the interpretation of some types of text, reading. In mathematics, there are also aspects to improve, for example, know better do the math with money.
The difficulties in writing relate mainly to the structure of the text and spelling. The IAVE considers “essential” that kids train, “systematically, the sentence construction, the structure of the text and the production of narratives, individually, in pairs and in large groups.”
By 2013 , reading and apprehension of the global sense of the text had results “very satisfactory”. But in 2014 was different – only 42% of respondents had the “peak performance”, results can be explained by having been introduced the analysis of a poetic text
But it is in grammar and writing. who are the “major difficulties”. In grammar, accents are one of the problems. In 2014, only 35% of the children correctly emphasized the six requested words. In the previous year, the result had also been “unsatisfactory” – 25%. Kids still have difficulty in identifying rhymes -. 43% correct answers
In the written part, although there is “a slight improvement” compared to 2013, the results remain “unsatisfactory” – only 42 % had “peak performance”, when asked to make a text with the structure of the different parts. Write it with spelling, only 28%. Yet in 2014, only 39% of the stories were consistent and only 38% with “appropriate vocabulary.”
Rectangle and Square
In mathematics, “the results show, recurrently, worse performance in interpreting the statement of a problem and the definition of an appropriate strategy to resolve, as well as clear and coherent explanation of the procedures “used. Are still “evident weaknesses in the contents that call for mobilization of reasoning ability.”
In numbers and operations, there is an improvement from 2013 to 2014 to solve problems involving an operator. Still, most had no answers at the maximum level – 41% in 2014 and 35% in 2013. The IAVE suggests that “special attention be given” the meaning of the equal sign, the development of mental calculation and the written record of the strategies used in the calculation.
Also “the meaning of mathematical symbols, as well as your writing as a means of mathematical communication, deserve,” says the report, “additional attention”, despite the improvement of student performance at this point.
The document’s authors also show concern about the percentage “high” to “students who do not recognize the square as a particular case of the rectangle”. In 2014, only 31% of kids have. Also with regard to geometric solids, “the students have some difficulties at the level of knowledge of their properties.”
The authors of this analysis are equally apprehensive mode with the percentage “of students who still perform counts incorrectly money “:” Although the students have always shown satisfactory performance when faced with situations related to money, still notice some weaknesses. ” In 2014, the percentage of kids who answered correctly was 68%, down 14% compared to 2011. One difference that may be related to the fact that, in 2014, the amount in question include euros and cents, and in 2011, only EUR . “Although these percentages are satisfactory in both cases, it is still unsatisfactory that a significant percentage of students still have not resolved the operation properly, in the case of a recurring theme and essential day-to-day.” In the report are still identified “some difficulties in the reading and interpretation of information,” in graphics, for example.
In 2014, intermediate tests were performed by 68 118 students (Portuguese) and 68 681 (Mathematics ) in 839 schools.
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