Resumo

SCHEUER, Nora; DE LA CRUZ, Montserrat  e  IPARRAGUIRRE, María Sol. Learning of different notational domains according to kindergarten and first grade children. Rev.latinoam.cienc.soc.niñez juv [online]. 2010, vol.8, n.2, pp.1083-1097. ISSN 1692-715X.

The study explores whether children's conceptions of learning vary according to three notational domains: i.e., drawing, writing and numerical notation. One hundred and twenty children were individually interviewed in public schools in Argentina (60 Kindergartners and 60 first-graders). Lexicometry was applied to the transcriptions of children's complete responses to questions about the activity, difficulties and goals in relation with the own learning of drawing, numerical notation or writing. Results reveal significant differences in how children refer to the content of learning and to themselves as learners according to the domain. In relation to drawing and numerical notation, an interpretative implicit theory of learning is inferred. Instead, children seem to hold a direct theory of learning in the domain of writing.

Palavras-chave : learning; drawing; writing; numerical notation; children; conceptions.

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