Um estudo correlacional entre o desempenho, as atitudes e as crenças de autoeficácia dos licenciandos em Matemática em relação aos conteúdos de Trigonometria do Ensino Médio
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Data
2021-12-17
Autores
Silva, Wellington da
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo da pesquisa foi analisar as questões afetivas e cognitivas no processo de ensino e de aprendizagem da Trigonometria nos Cursos de Licenciatura em Matemática de treze campi, de uma Instituição Federal do Estado de São Paulo, para responder ao seguinte questionamento: “Quais as possíveis correlações entre o desempenho, as atitudes e as crenças de autoeficácia dos licenciandos em Matemática em relação aos conteúdos de Trigonometria ensinados no Ensino Médio?”. Realizaram-se discussões com os membros do Grupo de Pesquisa em Psicologia da Educação Matemática (GPPEM-UNESP) para definir os documentos oficiais norteadores da pesquisa e os instrumentos para produção dos dados. Fez-se análise dos documentos curriculares oficiais escolhidos, bem como uma revisão da literatura de trabalhos que abordam processos cognitivos e afetivos em relação ao ensino e à aprendizagem da Trigonometria. Elaborou-se e aplicou-se os questionários de pesquisa: um questionário de caracterização dos participantes, uma escala de atitudes com relação aos conteúdos de Trigonometria, uma escala de crenças de autoeficácia com relação aos conteúdos de Trigonometria do Ensino Médio, baseada na Teoria Social Cognitiva proposta por Bandura (1977), alinhada com os descritores de habilidades da Avaliação de Aprendizagem em Processo (AAP) e, por fim, uma escala de crenças de autoeficácia com questões de Trigonometria encontradas na AAP do Ensino Médio, que também foi utilizada como prova para verificar o desempenho dos licenciandos. Os participantes foram 161 alunos dos Cursos de Licenciatura em Matemática dos 13 campi do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP) que responderam os questionários de forma remota, uma vez que as atividades presenciais foram suspensas devido à Pandemia de COVID-19. Tais instrumentos envolveram conhecimentos declarativos (conceituais) e de procedimentos, e foi realizada uma análise correlacional entre o desempenho, as atitudes e as crenças de autoeficácia desses licenciandos em relação à Trigonometria. A pesquisa se delineou quali-quantitativo, de caráter exploratório. O caráter descritivo da pesquisa objetivou levantar as opiniões, atitudes e crenças dos licenciandos em Matemática e investigar as associações entre as variáveis afetivas e cognitivas. De modo geral, os instrumentos indicaram atitudes e crenças de autoeficácia bastante positivas em relação à Trigonometria, bem como um bom desempenho na prova. Ainda conforme os resultados obtidos nesses instrumentos, identificou-se algumas diferenças entre as atitudes, as crenças de autoeficácia e o desempenho em Trigonometria quando foram comparados os licenciandos levando em consideração o gênero, a faixa etária e o ano em que se encontrava no Curso de Licenciatura. Verificou-se, também, uma significativa e positiva correlação entre as atitudes, as crenças de autoeficácia e o desempenho desses licenciandos em relação à Trigonometria.
This research aimed to analyze affective and cognitive aspects in the teaching and learning process of Trigonometry in Math Licentiate Degree courses on 13 campuses of a federal institution in the state of Sao Paulo to answer the following question: "What are the possible correlations between performance, attitudes and self-efficacy beliefs of Mathematics undergraduates in relation to trigonometry contents taught in high school?”. For this purpose, discussions were held with members of the Research Group in Psychology of Mathematics Education (GPPEM-Unesp) to define the official guiding documents for the research and the instruments for data production. After that, an analysis of the chosen official curriculum documents was made, as well as a literature review of studies that approach cognitive and affective processes in relation to the teaching and learning of trigonometry. Thereupon, the research questionnaires were developed and applied: a questionnaire to characterize the participants, an attitude scale towards trigonometry contents, a self-efficacy beliefs scale in relation to high school trigonometry contents, based on Bandura’s Social Cognitive Theory (1977) and in agreement with the abilities of the Assessment of Learning in Process (AAP) applied; and, lastly, a self-efficacy beliefs scale with trigonometry questions found in the high school AAP that were also used as a Math test to verify Math undergraduates performance. The participants were 161 Math undergraduates from 13 campuses of the Federal Institute of Education, Science and Technology of Sao Paulo (IFSP) who answered the questionnaires remotely since face-to-face activities were suspended due to the COVID-19 pandemic. These instruments assimilated declarative (conceptual), and procedural knowledge, so that it could be carried out a correlational analysis between peformance, attitudes, and self-efficacy beliefs of these Math undergraduates in relation to trigonometry. Thus, the research had a quantitative and a qualitative exploratory approach. The research descriptive technique aimed to raise opinions, attitudes, and beliefs of Math undergraduates and to investigate the associations between affective and cognitive variables. In general, the instruments indicated very positive attitudes and self-efficacy beliefs in relation to trigonometry, as well as a good performance in the test. Also, according to the results of these instruments, some differences between attitudes, self-efficacy beliefs and performance in trigonometry could be seen when we compared undergraduates considering gender, age, and year of the degree course. It was also verified that there is a significant and positive correlation between these undergraduates’ attitudes, self-efficacy beliefs and performance in relation to trigonometry.
This research aimed to analyze affective and cognitive aspects in the teaching and learning process of Trigonometry in Math Licentiate Degree courses on 13 campuses of a federal institution in the state of Sao Paulo to answer the following question: "What are the possible correlations between performance, attitudes and self-efficacy beliefs of Mathematics undergraduates in relation to trigonometry contents taught in high school?”. For this purpose, discussions were held with members of the Research Group in Psychology of Mathematics Education (GPPEM-Unesp) to define the official guiding documents for the research and the instruments for data production. After that, an analysis of the chosen official curriculum documents was made, as well as a literature review of studies that approach cognitive and affective processes in relation to the teaching and learning of trigonometry. Thereupon, the research questionnaires were developed and applied: a questionnaire to characterize the participants, an attitude scale towards trigonometry contents, a self-efficacy beliefs scale in relation to high school trigonometry contents, based on Bandura’s Social Cognitive Theory (1977) and in agreement with the abilities of the Assessment of Learning in Process (AAP) applied; and, lastly, a self-efficacy beliefs scale with trigonometry questions found in the high school AAP that were also used as a Math test to verify Math undergraduates performance. The participants were 161 Math undergraduates from 13 campuses of the Federal Institute of Education, Science and Technology of Sao Paulo (IFSP) who answered the questionnaires remotely since face-to-face activities were suspended due to the COVID-19 pandemic. These instruments assimilated declarative (conceptual), and procedural knowledge, so that it could be carried out a correlational analysis between peformance, attitudes, and self-efficacy beliefs of these Math undergraduates in relation to trigonometry. Thus, the research had a quantitative and a qualitative exploratory approach. The research descriptive technique aimed to raise opinions, attitudes, and beliefs of Math undergraduates and to investigate the associations between affective and cognitive variables. In general, the instruments indicated very positive attitudes and self-efficacy beliefs in relation to trigonometry, as well as a good performance in the test. Also, according to the results of these instruments, some differences between attitudes, self-efficacy beliefs and performance in trigonometry could be seen when we compared undergraduates considering gender, age, and year of the degree course. It was also verified that there is a significant and positive correlation between these undergraduates’ attitudes, self-efficacy beliefs and performance in relation to trigonometry.
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Palavras-chave
Psicologia da Educação Matemática, Formação de Professores, Crenças de Autoeficácia, Atitudes, Trigonometria, Psychology of Mathematics Education, Teacher education, Self-efficacy beliefs, Attitudes, Trigonometry