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Effective Actions in Monitoring Hospital
School
Amalia Neide COVICa , Eduardo KANEMOTOa Andre Covic BASTOS b
a
Institute of Pediatric Oncology – GRAACC - UNIFESP
b
Intitute of Computing - UNICAMP
Abstract. Introduction: To study the impact of hospital care for school
mathematics literacy in cancer patients during treatment. The 54 patients subjects
are: Bone Tumors (n = 39), Hodgkin's lymphoma (n = 08) and non-Hodgkin's
lymphoma (n = 07), all with 15 years of age, and one year of starting treatment.
Method: Qualitative, descriptive and interpretative, with exploratory analysis of
formative assessments carried out in the process, from 2001 to 2008. The
refinement of the analysis was carried out with grouping of categories according to
levels of the Programme for International Student Assessment (PISA).
Justifications: (1) PISA meant by literacy in mathematics an individual's ability to
identify, understand and reflect mathematical constructions in various sectors of
life. Building this capacity is in line with the objectives of the School Hospital. (2)
neoplasms studied have pronounced effect on the studied age. Results: 17%, 26% ,
24% , 24%, 3, 6%, 0% and 3% by the levels 0,1,2,3,4,5 and 6 respectively.
Discussion: Prior to treatment, these students belong to the universe of the 4,452
surveyed by PISA and feature the following indexes: 53%, 22%, 14%, 7%, 3%,
1% and 0% on the levels 0,1,2,3,4,5 and 6 respectively. In literature the rate is
14% of students who, at age 15 with less than 4 years of schooling. The
methodological approach of the School Hospital, which discusses the contents of
the significant from school for each student, causes a change beyond the
withdrawal of explicit information from the text (level 1 and bellow) and tends to
criticism and the resolution of problems (level 2 and above). Conclusion: The
construction of mathematical knowledge takes place in working with the
historically established cultural awareness, with the disciplinary aspects
contemplated without prejudice or bias. It is taken mainly on the possibility of
expression that each child perceives as the holder - that is the value. Source: Data
from EMAE(“Escola Movel – Aluno Especifico“) in GRAACC-IOP-UNIFESP
(“Grupo de Apoio ao Adolescente e a Crianca com Cancer – Instituto de
Oncologia Pediatrica – Universidade Federal de Sao Paulo”), São Paulo – SP –
Brazil, 2001 to 2008.
Keywords. School Hospital, Specific Education, PISA
Introduction
While attending school hospital, in addition to issues related to the mathematical
knowledge, there are issues that concern the role of education during the treatment
period. As for relations with the knowledge, we refer to the epistemological
mathematical knowledge and the applicability in daily life. As for the significance of
education in the hospital we can refer to the links with the development of skills proper
to the age of the students, and the links relevant to the social group prior to treatment
[1] and [2].
Listed above the elements of the curriculum in the hospital, such information is
consolidated into the school attendance service hospital, "Mobile School - Student
Specific (EMAE, in portuguese “Escola Móvel – Aluno Específico”), which caters to
patients of the Institute GRAACC (IOP-UNIFESP) in your educational needs both in
the intensive phase of treatment and in monitoring patients out of treatment. The
service is independent and follows on average 430 students per year [3], [4] and [5].
GRAACC is a hospital that is born of the association between an NGO and an
university (IOP-UNIFESP) and serves 330 new cases per month. It is located in Sao
Paulo, but receives patients from all regions of Brazil without any socio-economic bias.
Used as a parameter measuring the "Programme for International Student Assessment
(PISA) of the Organization for Economic Cooperation and Development (OECD)," for
this to work with measures that relate to educational content developed skills applied to
everyday life. The PISA mathematics literacy meant by an individual's ability to
identify, understand and reflect mathematical constructions in various sectors of life,
and that issue is in concordance with the objectives of the hospital school (EMAE) [6],
[7] and [8].
The study design follows the profile of the student selected by PISA in terms of
age, and cancer incidence in the study matches the age specified in PISA (15 years old
students).
PISA seeks to verify the operation of cognitive schemes in terms of: (1) content or
knowledge structures that students need to acquire in areas selected for evaluation, (2)
processes to be executed, (3) contexts in which these domains (knowledge and skills)
are applied.
For each domain, there is a continuous scale where the individual performance
levels and distributions of the performance of populations can be represented. The
student's performance is defined through successive levels of proficiency.[9]
The OECD believes that students should be evaluated at six levels of proficiency
in mathematics and literacy: Level 1: responses involving familiar contexts, observed
at the School Hospital in a diagnostic initial assessment, Level 2: Answers that require
direct extraction of information from a single source, observed by a literal
interpretation of results; Level 3: Answers that require descriptive procedures for the
purpose of selecting strategies to solve simple problems observed by the need of
representation; Level 4: Answers that require complex decision-making, observed by
the need of multiple representations; Level 5 answers starting from the modeling of
complex situations, seen through assumptions and Level 6: Answers that require
conceptualization, generalization and observed by modeling complex problemsituations.
PISA studied a population of 4,452 Brazilians aged 15 years, whose indexes are
shown in Table-1: Brazil PISA data and EMAE students, describes the percentage of
satisfactory responses for each of the levels described above.
1. Method
The study is preliminary, descriptive and interpretative, and aims to build knowledge
about the impact of school enrollment in mathematics literacy in hospital of cancer
patients in treatment. Research subjects are a total of 54 patients, divided among these:
Bone Tumors (n = 39), Hodgkin's lymphoma (n = 08) and non-Hodgkin's lymphoma (n
= 07), with 15 years of age and one year of beginning treatment. We performed an
exploratory analysis of formative assessments carried out in the process of attending
school hospital between 2001 and 2008 [10], [11] and [12].
One measures the skills that an individual has to identify, understand, apply and
make well-founded judgments in solving math problems involving situations of life's
necessities.
In relation to each of the levels proposed by the PISA, the teacher aplying the
method proposes a communicative interaction in order to bring the contents near to the
student life, then later the teacher adds socio-historically established components to the
analysis. For Level 1, where the understanding of the application of world knowledge
does not occur in the process of problem solving, inferential aspects will be established.
This type of intervention provides a measure of the ability to engage in applying
knowledge in the context of solving problems. Level 2, the extraction of text
information is covered by the activation of world knowledge and this is done during the
reading of all the proposed problems. As in a "guessing game" the information is local
and so this skill can be measured. At Level 3, the descriptive procedures are caused by
the mediation of the survey and search hypotheses, hence allows new representations to
gauge skill. Level 4 the mediation of the teacher is done by comparing information
from the student to list the differences and similarities between the information
produces representations that are being measured. Both the Level 5 and 6 asks to the
students about their ability to build models and generalizations that are caused by local
instantiation and inference.
2. Results
With the refinement of the analysis and grouping classes as we come to the PISA
results outlined in Table-1: Brazil PISA data and EMAE students from 2001 to 2008.
Table
1.
Brazil
PISA
2003
data
and
EMAE
students.
Source:
Inep
in
http://download.inep.gov.br/download/internacional/pisa/result_pisa2003_resum_tec.pdf
for the 4452
brazilian students and EMAE data in GRAACC for the other 54.
Result
Bellow level 1
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
N
Brazil PISA 2003
53%
22%
14%
7%
3%
1%
0%
4452
EMAE2001 to 2008
17% (n = 9)
26% (n = 14)
24% (n = 13)
24% (n = 13)
6% (n = 3)
0% (n = 0)
3% (n = 2)
54
3. Discussion
Prior to treatment, these students belong to the universe of the 4,452 surveyed by PISA
and feature the following indexes: 53%, 22%, 14%, 7%, 3% 1% and 0% on the levels
bellow 1,1,2,3,4,5 and 6, respectively. In literature the rate is 14% of students who, at
age 15 with less than 4 years of schooling. The methodological approach of EMAE,
which discusses the contents of the significant from school for each student, causes a
change beyond the withdrawal of explicit information from the text (level 1 and
bellow) and tends to criticism and the resolution of problems (level 2 and above).
4. Conclusion
The construction of mathematical knowledge takes place in working with the
historically established cultural awareness, with the disciplinary aspects contemplated
without prejudice or bias. It is taken mainly on the possibility of expression that each
child perceives as the holder [13], [14] and [15].
Bellow are listed take main conclusions and proposals for this paper:
EMAE(Hospital School) had a positive impact gaugeable according to PISA, the
hypothesis would be that students in the study group would have a rating lower than the
national average, which can not be observed.
There is a lack of similar studies in the literature for comparison purposes and for
stratification of the study group due to dimensional problems (with larger N would be
possible to disaggregate groups into specific cancers, treatment type, duration of
treatment, social and economic bias, etc...).
The question of specificity of treatment (individual lessons) is supported by the
heterogeneity of the group studied in relation to proficiency in mathematics, and other
reasons that led to this option (and specificity of cancer treatment, difference in
education between different locations, etc...).
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