Developing self-leadership in the context of primary school statistics in a bilingual school in Brazil
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Authors
Fernandes, Mariana
Duarte, Cibele
Torres, Patricia
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Brazil
Abstract
Context: This research was conducted at Aubrick School in São Paulo, Brazil, which provides bilingual education. It was part of the ISP-Camtree Life Competencies Research Project aimed at fostering essential skills such as empathy, effective communication, critical thinking, and teamwork. The study focused on how Year 2 students perceive factors impacting their learning in the context of statistics, specifically through graph interpretation.
Aims: The aim was to shift students' misconceptions about the use of graphs, which they initially thought were only for election results, towards understanding graphs as tools for data interpretation. In addition, the research sought to cultivate self-leadership skills among students through adapted lesson plans emphasizing interactive learning and open discussion of their educational experiences.
Methods: Teachers collaboratively planned and delivered a series of lessons focused on interpreting various datasets through graphs related to their school environment. Students worked in groups to analyze the data and articulate their understanding. Data was collected through observations and interviews regarding the learning process.
Findings: The implementation revealed that students gradually expanded their understanding of graph interpretation and reflected on their learning experiences. They actively engaged in discussions concerning the internal and external factors affecting their educational journeys. Despite some difficulties articulating their ideas about them, some students exhibited a capacity for reflection that surpassed initial teacher expectations.
Implications: This study highlights the potential for students to engage deeply with their learning when provided with structured opportunities for discussion and reflection. The model encouraged active participation and deeper cognitive engagement, suggesting that fostering an inclusive environment where students feel empowered to share their thoughts can enhance learning outcomes. Future similar projects may benefit from continued emphasis on vocabulary development and self-evaluation in fostering student autonomy in learning.
Aims: The aim was to shift students' misconceptions about the use of graphs, which they initially thought were only for election results, towards understanding graphs as tools for data interpretation. In addition, the research sought to cultivate self-leadership skills among students through adapted lesson plans emphasizing interactive learning and open discussion of their educational experiences.
Methods: Teachers collaboratively planned and delivered a series of lessons focused on interpreting various datasets through graphs related to their school environment. Students worked in groups to analyze the data and articulate their understanding. Data was collected through observations and interviews regarding the learning process.
Findings: The implementation revealed that students gradually expanded their understanding of graph interpretation and reflected on their learning experiences. They actively engaged in discussions concerning the internal and external factors affecting their educational journeys. Despite some difficulties articulating their ideas about them, some students exhibited a capacity for reflection that surpassed initial teacher expectations.
Implications: This study highlights the potential for students to engage deeply with their learning when provided with structured opportunities for discussion and reflection. The model encouraged active participation and deeper cognitive engagement, suggesting that fostering an inclusive environment where students feel empowered to share their thoughts can enhance learning outcomes. Future similar projects may benefit from continued emphasis on vocabulary development and self-evaluation in fostering student autonomy in learning.
Description
Keywords (free text)
primary mathematics education , graph interpretation , bilingual education , self-leadership , collaborative learning