Um estudo sobre os componentes da criatividade na solução de problemas matemáticos
Data
2017-02-24
Autores
Alvarenga, Rosana Cristina Macelloni [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa foi investigar o desempenho e as dificuldades de alunos do Ensino Médio na solução de problemas que envolvem componentes da criatividade. Desta forma, pretendeu-se analisar: Qual o discurso presente nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), quanto à criatividade? Qual o desempenho dos alunos na solução de problemas aritméticos, algébricos e geométricos que avaliam os componentes da criatividade? Qual o desempenho dos alunos do 2º ano do Ensino Médio na solução de problemas, envolvendo os componentes da criatividade? A perspectiva metodológica para abordagem das questões deste estudo é de análise do discurso e de pesquisa qualitativa. Os participantes da pesquisa são 28 alunos de um segundo ano do Ensino Médio diurno de uma escola pública do estado de São Paulo, situada na cidade de Garça. Os instrumentos utilizados na coleta de dados foram: Questionário de Brito (1996), e os testes matemáticos das séries de Krutetskii (1976): o teste matemático da série VI, o teste algébrico da série XIII, o teste aritmético da série XIII e o teste geométrico da série XIII. Os resultados do estudo apontaram, no que diz respeito aos testes aplicados: Teste matemático série VI (contendo 6 questões): 35,7% não acertaram nenhuma das 6 questões, 7,1% acertaram 1 questão, 35,7% acertaram 3 questões e 21,4% acertaram 4 questões; Algébrico série XIII ( contendo 5 questões): 28,6% não acertaram nenhuma das cinco questões; 32,1% obtiveram 3 acertos; 39,3% obtiveram 4 acertos; Geométrico série XIII (contendo 5 questões): 0% de acertos; Aritmético série XIII (contendo 4 questões): 64,3% não acertaram nenhuma das cinco questões; 21,4% obtiveram 1 acertos; 14,3% obtiveram 2 acertos. Os resultados revelam que os sujeitos tiveram grandes dificuldades em solucionar os problemas propostos, em todos os testes, mostrando um nível baixo de desenvolvimento das habilidades matemáticas. Em geral, não foram encontradas soluções diferentes e criativas para os problemas. Todos os resultados encontrados puderam trazer uma compreensão da complexidade de variáveis que interferem no rendimento em Matemática. A análise do discurso mostrou que embora os PCNEM enfatizem o desenvolvimento da criatividade, eles não dão subsídios em seu discurso textual, de conceitualização da mesma e nem como desenvolvê-la, o tratamento dado à criatividade, pelos PCNEM, é muito superficial, não evidenciando ao professor a sua real importância no processo de aprendizagem e ensino da Matemática escolar.
The objective of this research was to investigate the performance and difficulties of high school students in solving problems involving components of creativity. In this way, we wanted to analyze: What is the discourse present in the National Curricular Parameters of High School (PCNEM), in terms of creativity? What is the performance of students in solving arithmetic, algebraic and geometric problems that evaluate the components of creativity? What is the performance of the students of the 2nd year of High School in solving problems, involving the components of creativity? The methodological perspective to approach the questions of this study is of discourse analysis and qualitative research. The participants of the research are 28 students of a second year of the High School of a public school in the state of São Paulo, located in the city of Garça. The instruments used in the data collection were: Brito's Questionnaire (1996), and the Mathematical tests of the Krutetskii series (1976): the Series VI Mathematical Test, the Series XIII Algebra Test, the Series XIII Arithmetic Test and the Geometric Test Series XIII. The results of the study indicated that the following tests were applied: Mathematical Test Series VI (containing 6 questions): 35.7% did not answer any of the 6 questions, 7.1% answered 1 question, 35.7% answered 3 questions And 21.4% answered 4 questions; Algebraic series XIII (containing 5 questions): 28.6% did not match any of the five questions; 32.1% obtained 3 correct answers; 39.3% obtained 4 correct answers; Geometric series XIII (containing 5 questions): 0% of hits; Arithmetic series XIII (containing 4 questions): 64.3% did not match any of the five questions; 21.4% obtained 1 correct answers; 14.3% obtained 2 correct answers. The results reveal that the subjects had great difficulties in solving the problems proposed in all the tests, showing a low level of development of the mathematical abilities. In general, different, creative solutions to problems were not found. All the results found could bring an understanding of the complexity of variables that interfere in the yield in Math. The analysis of the discourse showed that although the PCNEM emphasize the development of creativity, they do not give subsidies in their textual discourse, of conceptualization of the same one nor how to develop it, the treatment given to the creativity, by the PCNEM, is very superficial, not evidencing to the teacher its real importance in the process of learning and teaching of school mathematics.
The objective of this research was to investigate the performance and difficulties of high school students in solving problems involving components of creativity. In this way, we wanted to analyze: What is the discourse present in the National Curricular Parameters of High School (PCNEM), in terms of creativity? What is the performance of students in solving arithmetic, algebraic and geometric problems that evaluate the components of creativity? What is the performance of the students of the 2nd year of High School in solving problems, involving the components of creativity? The methodological perspective to approach the questions of this study is of discourse analysis and qualitative research. The participants of the research are 28 students of a second year of the High School of a public school in the state of São Paulo, located in the city of Garça. The instruments used in the data collection were: Brito's Questionnaire (1996), and the Mathematical tests of the Krutetskii series (1976): the Series VI Mathematical Test, the Series XIII Algebra Test, the Series XIII Arithmetic Test and the Geometric Test Series XIII. The results of the study indicated that the following tests were applied: Mathematical Test Series VI (containing 6 questions): 35.7% did not answer any of the 6 questions, 7.1% answered 1 question, 35.7% answered 3 questions And 21.4% answered 4 questions; Algebraic series XIII (containing 5 questions): 28.6% did not match any of the five questions; 32.1% obtained 3 correct answers; 39.3% obtained 4 correct answers; Geometric series XIII (containing 5 questions): 0% of hits; Arithmetic series XIII (containing 4 questions): 64.3% did not match any of the five questions; 21.4% obtained 1 correct answers; 14.3% obtained 2 correct answers. The results reveal that the subjects had great difficulties in solving the problems proposed in all the tests, showing a low level of development of the mathematical abilities. In general, different, creative solutions to problems were not found. All the results found could bring an understanding of the complexity of variables that interfere in the yield in Math. The analysis of the discourse showed that although the PCNEM emphasize the development of creativity, they do not give subsidies in their textual discourse, of conceptualization of the same one nor how to develop it, the treatment given to the creativity, by the PCNEM, is very superficial, not evidencing to the teacher its real importance in the process of learning and teaching of school mathematics.
Descrição
Palavras-chave
Criatividade, Solução de problemas, Habilidades matemáticas, Testes matemáticos, Creativity, Troubleshooting, Mathematical skills, Mathematical tests