Um estudo sobre a relação entre a crença de autoeficácia na resolução de tarefas numéricas e o sentido de número de alunos do Ciclo de Alfabetização
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Data
2018-03-09
Autores
Sander, Giovana Pereira
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa tem por objetivo analisar e compreender a relação entre a percepção sobre a autoeficácia na resolução de tarefas numéricas e o sentido de número dos alunos que estão terminando o Ciclo de Alfabetização (3.º ano do Ensino Fundamental). O quadro teórico integra duas temáticas: a crença de autoeficácia e o sentido de número. A crença de autoeficácia é fundamentada a luz da Teoria Sócio-Cognitiva, teoria esta desenvolvida pelo psicólogo Albert Bandura. O sentido de número é fundamentado por autores que investigam essa temática, incluindo estudos sobre o cálculo mental. Esta investigação é de natureza metodológica mista com a conjunção de dados quantitativos e qualitativos. Os participantes da pesquisa foram 407 alunos de 29 turmas do 3.º ano do Ensino Fundamental de 12 escolas do município de Bauru – São Paulo – Brasil que foram selecionadas por sorteio. Os instrumentos para a coleta de dados foram um questionário, que tinha a finalidade de caracterizar os participantes em termos de idade, gênero, ano de escolaridade bem como sua percepção de desempenho em Matemática de forma geral; uma escala de crença de autoeficácia em tarefas numéricas, que tinha por objetivo mensurar as crenças de autoeficácia dos alunos diante de tarefas numéricas; e as tarefas numéricas, que tinha por finalidade investigar o sentido de número dos alunos. A coleta de dados aconteceu em dois momentos: num primeiro momento, foram aplicados o questionário e a escala de crença de autoeficácia em tarefas numéricas; no segundo momento, foram aplicadas as tarefas numéricas. Os dados evidenciaram que: 1) de maneira geral, os alunos possuem crenças positivas de autoeficácia em tarefas numéricas; 2) as crenças de autoeficácia se diferem quando consideramos os componentes de sentido de número como objeto de crença; 3) o sentido de número dos alunos é mais evidenciado quando se trata de conhecimentos e destrezas com os números; 3) o algoritmo é o método de cálculo mais utilizado pelos alunos em detrimento de outros tipos de cálculos; 4) não foram encontradas correlações significativas entre crença de autoeficácia e sentido de número, bem como crença de autoeficácia e método de cálculo; 5) a ausência de correlações significativas pode ser devido ao fato da natureza das tarefas serem diferentes à das tarefas normalmente utilizadas para o ensino da Matemática. Concluímos na pesquisa que é preciso dar mais atenção ao desenvolvimento de aspectos cognitivos e afetivos no ensino da Matemática. Sobre os aspectos cognitivos, é preciso focar em outros métodos de cálculo, como o cálculo mental e de estimativa, que irão contribuir para o conhecimento e destreza com números e operações e para a aplicação desses aspectos. Ainda, sendo a crença de autoeficácia muito positiva para os alunos, é preciso considerar aspectos afetivos que influenciam na aprendizagem e na confiança dos alunos ao resolver tarefas matemáticas.
The goal of the research is to analyze and understand the relationship between the perception of self-efficacy in the resolution of numerical tasks and the number of students who are finishing the Literacy Cycle (3rd year of elementary school). The theoretical framework integrates two themes: the self-efficacy beliefs and the number sense. The self-efficacy beliefs is based on the light of Socio-Cognitive Theory, a theory developed by the psychologist Albert Bandura. The number sense is supported by authors who investigate this issue, including studies about mental calculation .This research is of mixed methodological nature with the combination of quantitative and qualitative data. The participants of the research were 407 students from 29 classes of the 3rd year of elementary school from 12 schools in the city of Bauru - São Paulo - Brazil that were selected by random. The instruments for data collection were a questionnaire, which had the purpose of characterizing the participants in terms of age, gender, year of schooling as well as their perception of performance in Mathematics in general; a scale of self-efficacy beliefs in numerical tasks, whose objective was to measure students' self-efficacy beliefs in numerical tasks; and numerical tasks, whose purpose was to investigate the number sense of the students. The data collection happened in two moments: at first, the questionnaire and the scale of self-efficacy beliefs in numerical tasks were applied; in the second moment, the numerical tasks were applied. The data showed that: 1) in general, students have positive self-efficacy beliefs in numerical tasks; 2) self-efficacy beliefs differ when we consider the components of sense of number as an object of belief; 3) the number sense of students is more evident when it comes to knowledge and skills with numbers; 3) the algorithm is the method of calculation most used by the students in detriment of other types of calculations; 4) no significant correlations were found between self-efficacy beliefs and number sense, as well as self-efficacy beliefs and method of calculation; 5) the absence of significant correlations may be due to the fact that the nature of the tasks is different from the tasks normally used for teaching mathematics. We conclude in the research that it is necessary to give more attention to the development of cognitive and affective aspects in the teaching of Mathematics. Regarding the cognitive aspects, it is necessary to focus on other methods of calculation, such as mental and estimation, which will contribute to the knowledge and dexterity with numbers and operations and to the application of these aspects. Also, since the self-efficacy beliefs is very positive for students, it is necessary to consider affective aspects that influence students' learning and confidence in solving mathematical tasks.
The goal of the research is to analyze and understand the relationship between the perception of self-efficacy in the resolution of numerical tasks and the number of students who are finishing the Literacy Cycle (3rd year of elementary school). The theoretical framework integrates two themes: the self-efficacy beliefs and the number sense. The self-efficacy beliefs is based on the light of Socio-Cognitive Theory, a theory developed by the psychologist Albert Bandura. The number sense is supported by authors who investigate this issue, including studies about mental calculation .This research is of mixed methodological nature with the combination of quantitative and qualitative data. The participants of the research were 407 students from 29 classes of the 3rd year of elementary school from 12 schools in the city of Bauru - São Paulo - Brazil that were selected by random. The instruments for data collection were a questionnaire, which had the purpose of characterizing the participants in terms of age, gender, year of schooling as well as their perception of performance in Mathematics in general; a scale of self-efficacy beliefs in numerical tasks, whose objective was to measure students' self-efficacy beliefs in numerical tasks; and numerical tasks, whose purpose was to investigate the number sense of the students. The data collection happened in two moments: at first, the questionnaire and the scale of self-efficacy beliefs in numerical tasks were applied; in the second moment, the numerical tasks were applied. The data showed that: 1) in general, students have positive self-efficacy beliefs in numerical tasks; 2) self-efficacy beliefs differ when we consider the components of sense of number as an object of belief; 3) the number sense of students is more evident when it comes to knowledge and skills with numbers; 3) the algorithm is the method of calculation most used by the students in detriment of other types of calculations; 4) no significant correlations were found between self-efficacy beliefs and number sense, as well as self-efficacy beliefs and method of calculation; 5) the absence of significant correlations may be due to the fact that the nature of the tasks is different from the tasks normally used for teaching mathematics. We conclude in the research that it is necessary to give more attention to the development of cognitive and affective aspects in the teaching of Mathematics. Regarding the cognitive aspects, it is necessary to focus on other methods of calculation, such as mental and estimation, which will contribute to the knowledge and dexterity with numbers and operations and to the application of these aspects. Also, since the self-efficacy beliefs is very positive for students, it is necessary to consider affective aspects that influence students' learning and confidence in solving mathematical tasks.
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Palavras-chave
Sentido de número, Crença de autoeficácia, Desempenho em aritmética, Number sense, Self-efficacy beliefs, Performance in arithmetic