Relações entre crenças de autoeficácia docente e as atitudes em relação à Matemática dos professores do Ensino Fundamental I
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Data
2022-08-26
Autores
Portes, Lilian Rose de Almeida
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Universidade Estadual Paulista (Unesp)
Resumo
Nos últimos 30 anos, pesquisadores tem demonstrado interesse nos fatores afetivos que podem influenciar a aprendizagem dos alunos e as práticas do professor em sala de aula. Portanto, a abordagem dos temas para esta pesquisa envolve as atitudes e crenças de autoeficácia no contexto dos professores que ensinam Matemática. A presente pesquisa tem uma vertente de estudo exploratório de caráter não experimental, que teve como objetivo investigar as possíveis correlações entre preferências, crenças de autoeficácia e atitudes em relação à Matemática. Estabeleceu-se o seguinte problema de pesquisa: “Quais as relações entre a preferência do professor pelo ano escolar em que atuará, as crenças de autoeficácia e as atitudes em relação à Matemática, apresentada por professores do Ensino Fundamental I?”. Participaram da pesquisa 131 professores atuantes no Ensino Fundamental I, de 17 municípios do Estado de São Paulo e 4 municípios de Minas Gerais. Os instrumentos para a produção de dados foram: Questionário de Caracterização dos Participantes, Questionário de Preferência dos Participantes, Escala de Atitudes em Relação à Matemática (validada e adaptada por Brito) e Escala de Autoeficácia Docente em Relação à Matemática do Ensino Fundamental I. A análise dos dados mostrou que ocorreu uma correlação significativa e positiva em relação aos sujeitos que preferem a disciplina de Matemática, que possuem atitudes positivas e consequentemente foram os que mais apresentaram uma autoeficácia positiva para trabalhar com essa matéria em sala de aula.
Over the past 30 years, researchers have shown interest in the affective factors that can influence student learning and teacher practices in the classroom. Therefore, the approach to the issues for this research involves attitudes and self-efficacy beliefs in the context of teachers who teach mathematics. The present research has a non-experimental exploratory study strand, which aimed to investigate the possible correlations between preferences, self-efficacy beliefs, and attitudes toward mathematics. The following research problem was established: "What are the relationships among teachers' preference for the school year in which they will work, their self-efficacy beliefs, and their attitudes toward mathematics, as presented by elementary school teachers?” A total of 131 Elementary I teachers from 17 municipalities in the state of São Paulo and 4 municipalities in Minas Gerais participated in the research. The instruments for data production were: Participants' Characterization Questionnaire, Participants' Preference Questionnaire, Scale of Attitudes towards Mathematics (validated and adapted by Brito), and Teaching Self-Efficacy Scale in relation to Mathematics in Elementary I. The data analysis showed that there was a significant decrease in the number of teachers who participated in this study. The data analysis showed that a significant and positive correlation occurred in relation to the subjects who prefer the subject of Mathematics, who have positive attitudes and consequently were the ones who presented the most positive self-efficacy to work with this subject in the classroom.
Over the past 30 years, researchers have shown interest in the affective factors that can influence student learning and teacher practices in the classroom. Therefore, the approach to the issues for this research involves attitudes and self-efficacy beliefs in the context of teachers who teach mathematics. The present research has a non-experimental exploratory study strand, which aimed to investigate the possible correlations between preferences, self-efficacy beliefs, and attitudes toward mathematics. The following research problem was established: "What are the relationships among teachers' preference for the school year in which they will work, their self-efficacy beliefs, and their attitudes toward mathematics, as presented by elementary school teachers?” A total of 131 Elementary I teachers from 17 municipalities in the state of São Paulo and 4 municipalities in Minas Gerais participated in the research. The instruments for data production were: Participants' Characterization Questionnaire, Participants' Preference Questionnaire, Scale of Attitudes towards Mathematics (validated and adapted by Brito), and Teaching Self-Efficacy Scale in relation to Mathematics in Elementary I. The data analysis showed that there was a significant decrease in the number of teachers who participated in this study. The data analysis showed that a significant and positive correlation occurred in relation to the subjects who prefer the subject of Mathematics, who have positive attitudes and consequently were the ones who presented the most positive self-efficacy to work with this subject in the classroom.
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Psicologia da Educação Matemática, Formação de professores., Atitudes, Crenças de autoeficácia, Ensino Fundamental I, Psychology of Mathematics Education, Teacher education, Self-efficacy beliefs, Attitudes