Percorrer por autor "Martins, Fernando Manuel Lourenço"
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- A imagem do instrutor de atividades de grupo de fitnessPublication . Campos, Francisco; Gomes, Ricardo; Martins, Fernando Manuel LourençoA imagem é dos indicadores de qualidade mais associado ao instrutor de atividades de grupo de fitness (IAGF). Com o presente estudo pretende-se: caracterizar a importância atribuída à imagem do IAGF, pelos instrutores e pelos praticantes; comparar a importância atribuída à imagem do IAGF, entre instrutores e praticantes; e associar a importância atribuída à imagem do IAGF, pelos instrutores e pelos praticantes, com a idade, experiência e escolaridade. Participaram 102 instrutores (29.66 ± 5.95 anos) e 150 praticantes (37.72 ± 15.14). Os dados foram recolhidos com recurso ao questionário de Szumilewicz et al. (2008), traduzido, adaptado e validado para Portugal. A caracterização foi realizada através de estatística descritiva (M ± DP), para comparação utilizou-se o teste t para amostras independentes, e para associação entre a importância atribuída com a idade e a experiência utilizou-se o teste de correlação de Pearson. Entre a importância atribuída e o nível de escolaridade recorreu-se ao teste de correlação de Spearman. Na caracterização foi possível verificar quais os itens cuja importância atribuída é maior ou menor, e os que estão associados à imagem do IAGF. Pela comparação foi possível verificar diferenças significativas em oito dos 15 itens (e.g., sentido de humor). Pela associação de variáveis foi possível perceber quais as relações significativas entre a importância atribuída à imagem do IAGF de acordo com a idade, experiência e escolaridade dos praticantes e dos próprios instrutores. Conclui-se que imagem é um indicador de qualidade que o instrutor deve ter em atenção aquando da prestação do serviço.
- Abdominal wall muscle ultrasound assessment and level of experience in Pilates - an exploratory studyPublication . Pereira, Mário; André, Alexandra; Dias, Gonçalo Nuno Figueiredo; Castro, Maria António; Mendes, Rui; Martins, Fernando Manuel Lourenço; Gomes, Ricardo; Vaz, VascoThe core refers to a group of muscles that allow optimal force transfer along the body’s kinetic chain and is critical for movement. The goal of this quasi-experimental study was to investigate the relationship between the experience level of Pilates participants and abdominal wall thickness. For this, we compared the thickness of four abdominal muscles—transversus abdominis (TrA), internal oblique (IO), external oblique (EO), and rectus abdominis (RA)—as measured before and after 8 weeks of Pilates training in three conditions, namely, relaxation, abdominal hollowing, and plank exercise. Eighteen participants were distributed into three groups with different levels of Pilates practice—experienced (EG; n=6), inexperienced (IG; n=7), and control (CG; n=5) groups. The RA showed a tendency to increase post-intervention in the EG (all conditions: p=0,002, p=0,006, and p=0,002, respectively for relaxation condition, abdominal hollowing and standing plank). Additionally, significant differences were found in relaxation (p=0.003, d=−0.744) and plank (p=0.009, d=−0.630) conditions in the IG. Significant differences were also registered in the EO muscle in the IG (all conditions: p=0.046, p=0.013, and p=0.008, respectively; d=0.464, d=−0.596, and d=−0.637, respectively). IO muscle thickness tended to increase in the CG in all conditions (p=0.044, p=0.006, and p<0.001, respectively) and the EG in relaxation and plank conditions (p=0.009 and p=0.007, respectively). Within groups, the effects of Pilates practice were more significant post-intervention, with the exceptions being under the contraction condition in the deepest muscles (IO: p=0.109, d=0.083; TrA: p=0.194, d=0.062). Our hypothesis was partially confirmed because 8 weeks of Pilates practice have improved significantly the thickness of the RA and EO muscles in the IG.
- Abdominal wall muscle ultrasound assessment and level of experience in Pilates - an exploratory studyPublication . Pereira, Mário; André, Alexandra; Dias, Gonçalo Nuno Figueiredo; Castro, Maria António; Mendes, Rui; Martins, Fernando Manuel Lourenço; Gomes, Ricardo; Vaz, VascoThe core refers to a group of muscles that allow optimal force transfer along the body’s kinetic chain and is critical for movement. The goal of this quasi-experimental study was to investigate the relationship between the experience level of Pilates participants and abdominal wall thickness. For this, we compared the thickness of four abdominal muscles—transversus abdominis (TrA), internal oblique (IO), external oblique (EO), and rectus abdominis (RA)—as measured before and after 8 weeks of Pilates training in three conditions, namely, relaxation, abdominal hollowing, and plank exercise. Eighteen participants were distributed into three groups with different levels of Pilates practice—experienced (EG; n=6), inexperienced (IG; n=7), and control (CG; n=5) groups. The RA showed a tendency to increase post-intervention in the EG (all conditions: p=0,002, p=0,006, and p=0,002, respectively for relaxation condition, abdominal hollowing and standing plank). Additionally, significant differences were found in relaxation (p=0.003, d=−0.744) and plank (p=0.009, d=−0.630) conditions in the IG. Significant differences were also registered in the EO muscle in the IG (all conditions: p=0.046, p=0.013, and p=0.008, respectively; d=0.464, d=−0.596, and d=−0.637, respectively). IO muscle thickness tended to increase in the CG in all conditions (p=0.044, p=0.006, and p<0.001, respectively) and the EG in relaxation and plank conditions (p=0.009 and p=0.007, respectively). Within groups, the effects of Pilates practice were more significant post-intervention, with the exceptions being under the contraction condition in the deepest muscles (IO: p=0.109, d=0.083; TrA: p=0.194, d=0.062). Our hypothesis was partially confirmed because 8 weeks of Pilates practice have improved significantly the thickness of the RA and EO muscles in the IG.
- Actions of a Trainee Teacher in Orchestrating Mathematical DiscussionsPublication . Freitas, Yelitza; Martins, Fernando Manuel Lourenço; Moral-Sánchez, Silvia-Natividad; Ruiz-Rey, Francisco-JoséBackground/purpose. This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment. Materials/methods. This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives.Results. The results show that the predominant actions focus on questioning to foster understanding. In the sessions where the students experienced the most difficulties, it proved necessary to interpret the interactions with the students and between the students by attributing meaning and sense to the different interactions. There was a need for the trainee teacher to understand the students' strategies better and to reflect on the questioning strategies. The characteristics of Exploratory Teaching facilitated actions related to the systematization of learning. The phase of systematizing mathematical learning led the trainee teacher to actions related to systematizing learning. Finally, the absence of some actions reinforces the importance of reflection for professional development. Conclusion. These results indicate that during the orchestration of collective discussions, the teacher's main actions center on questioning and asking for clarification to interpret interactions with and between children. The study also shows that Exploratory Teaching helps to systematize learning, such as revisiting and summarizing the main topics of the discussion and recovering students' prior knowledge. The absence of some actions leads us to believe in the importance of analyzing and reflecting on practice for teachers' professional development.
- DESENVOLVENDO O PENSAMENTO COMPUTACIONAL E A LITERACIA ESTATÍSTICA ATRAVÉS DA PLATAFORMA HYPATIAMATPublication . Rodrigues, Rita Neves; Almiro, Madalena; Rato, Virgílio José; Pinto, Ricardo; Costa, Cecília; Martins, Fernando Manuel LourençoO Pensamento Computacional (PC) tem ganho relevância nos currículos de Matemática em vários países, sendo reconhecido como uma capacidade essencial para a participação ativa na sociedade moderna. Este artigo apresenta uma prática realizada numa turma do 4.º ano do 1.º Ciclo do Ensino Básico português, onde foram observadas dificuldades em conteúdos do tema Dados e Probabilidades. Na implementação, que decorreu em 4 sessões e seguiu o modelo de Práticas de Ensino Exploratório, recorreu-se à Plataforma HypatiaMat para promover a compreensão de conteúdos como o diagrama de caule-e-folhas simples e duplo, a moda, o mínimo e o máximo. Os resultados indicam que a utilização dessas ferramentas digitais favoreceu a compreensão das representações gráficas e a análise de dados, além de contribuir para o desenvolvimento do PC. Assim, o estudo destaca a importância de práticas pedagógicas que incorporam recursos tecnológicos no ensino da Matemática, evidenciando o seu potencial para enriquecer a aprendizagem e melhorar a literacia estatística dos alunos.
- DESENVOLVER A ARITMÉTICA MENTAL ATRAVÉS DO ENSINO EXPLORATÓRIO COM SERIOUS GAMESPublication . Guiomar, Beatriz; Freitas, Yelitza; Pinto, Ricardo; Pinto, Elisabete; Rato, Virgílio José; Martins, Fernando Manuel LourençoA aritmética mental é uma competência base da Matemática e associa-se ao Cálculo Mental, uma vez que envolve resolver operações aritméticas mentalmente sem usar qualquer apoio escrito. Neste artigo apresentamos uma prática educativa para desenvolver a aritmética mental de alunos do 1.⁰ ano de escolaridade do 1.⁰ Ciclo do Ensino Básico, com o uso de Serious Games da Plataforma Hypatiamat e com base no modelo de Ensino Exploratório. O objetivo das quatro sessões foi desenvolver a aritmética mental usando a operação aritmética adição. Os alunos resolveram, em pares, tarefas que envolveram conceitos matemáticos relacionados com a adição. Estas sessões contribuíram para o desenvolvimento da aritmética mental dos alunos, verificando-se uma melhoria na compreensão da operação aritmética adição, no reconhecimento dos sentidos da adição e na diferenciação dos termos que compõem a mesma: parcelas e soma.
- Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledgePublication . Silva, Ricardo; Costa, Cecília; Freitas, Yelitza; Martins, Fernando Manuel Lourenço; Cebrián-de-la-Serna, ManuelThe scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.
- Evaluación formativa con tecnologías entre docentes para el desarrollo de proyectos de innovación educativaPublication . Cebrián-Robles, Violeta; Ruíz-Rey, Francisco José; Cebrián-de-la-Serna, Manuel; Martins, Fernando Manuel LourençoEs pertinente abordar los proyectos de innovación educativa de forma colegiada entre los docentes, analizando y evaluando con criterios e indicadores de calidad sus posibles obstáculos e impactos. Para ello, nada mejor que las rúbricas digitales por su visión más objetiva en la aplicación de criterios y por sus posibilidades digitales que facilitan el intercambio y discusión de estos criterios en redes profesionales. Existe una literatura abundante sobre el uso de rúbricas digitales en la formación inicial, no así en la formación permanente. El estudio que se presenta aquí es una investigación correlacional donde analiza el uso de rúbricas digitales en la evaluación entre pares de docentes en activo, para desarrollar competencias para la evaluación de proyectos de innovación de sus contextos de prácticas. La muestra por conveniencia de 70 docentes en un programa de formación permanente donde se analizan tres variables: las evaluaciones entre pares, las calificaciones finales y la evaluación del docente a los proyectos de innovación educativa presentados. Los resultados indican que el uso de las rúbricas constituye una metodología que facilita compartir criterios y su aplicación en comunidades profesionales, además se comprueba que existen diferencias estadísticas significativas entre los grupos A y B en las medias de las tres variables del estudio. El estudio también presenta otras experiencias y ejemplos de rúbricas aplicadas a diferentes contextos de formación de docentes y recursos de rúbricas en internet.
- Evaluating Pre-Service Primary School Teachers' Scientific Knowledge on Computational ThinkingPublication . Rodrigues, Rita Neves; Costa, Cecília; Gonçalves, Sofia; Martins, Fernando Manuel LourençoBackground/purpose. Computational Thinking is a content that has been integrated into primary education curricula in several countries. Its proper integration into education is not limited to its inclusion in the educational curricula, and teachers and pre-service teachers must develop the necessary knowledge to integrate it into their practices in an appropriate way. This article aims to evaluate the scientific knowledge of pre-service primary school teachers on Computational Thinking during a training program of a primary school context, through the analysis of their Levels of Knowledge and Performance on Computational Thinking across three moments (Pre-Intervention, Post-Intervention I, and Post-Intervention II) of task implementation of a 9-month training program. Materials/methods. This is a mixed-methods study, utilizing both quantitative and qualitative methods to analyze the scientific knowledge on Computational Thinking among 19 pre-service primary school teachers (mean age of 24.47 ± 9.576) enrolled in master’s programs in Portugal during the academic year 2023/2024, who constitute the sample of this study. The scientific knowledge on Computational Thinking was evaluated through participants’ Levels of Knowledge and Performance, using quantitative analysis across the three moments, complemented by a qualitative component that contextualized and deepened the interpretation of the results, enabling a more comprehensive understanding of their development throughout the training program. Results. The study results revealed statistically significant differences in the scientific knowledge on Computational Thinking of pre-service primary school teachers in terms of levels and performance on Computational Thinking, between Pre-Intervention, Post-Intervention I, and Post-Intervention II. In addition, they showed that the pre-service teachers improved their scientific knowledge throughout the implementation of the training program. Conclusion. The principal contribution of this study lies in outlining a procedure for assessing the scientific knowledge of pre-service primary school teachers regarding Computational Thinking within the context of initial teacher training
- Exploratory teaching: Integrating applet to teach arithmetic multiplication operationPublication . Freitas, Yelitza Aveiro; Abbasi, Maryam; Brito-Costa, Sónia; Pinto, Ricardo; Rato, Virgílio José; Martins, Fernando Manuel LourençoFoundational arithmetic skills in early education and understanding effective teaching methodologies are fundamental. This paper studies how exploratory teaching (ET) impacts the integration of an applet and its effect on understanding multiplication in a second-grade primary school. The data collected assessed students’ knowledge levels and overall performance. The intervention sessions involved tasks in an applet to understand the meanings of the multiplication operation. The ET model was structured with five sessions, each with four phases. The results indicated that this method significantly improved students’ arithmetic self-efficacy and effectively integrated applets into the classroom for enhanced learning of arithmetic operations.