A carregar...
Publicação
O insucesso em matemática : um estudo comparativo no secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.06 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Este trabalho teve como principal preocupação identificar algumas causas do
insucesso na disciplina de Matemática.
Como objectivos, visou identificar alguns motivos do insucesso na disciplina de
Matemática em duas escolas do distrito de Castelo Branco, bem como analisar a opinião
dos professores de Matemática sobre as suas práticas profissionais, nomeadamente as
práticas lectivas (tarefas, materiais e avaliação), as práticas profissionais na instituição e as
práticas de formação nessas mesmas escolas.
Assim desenvolvemos um estudo exploratório com recurso a uma metodologia de
investigação de natureza qualitativa, do tipo essencialmente descritivo.
Num primeiro momento, procedeu-se à recolha de dados já disponíveis sobre o tema
a estudar, através da pesquisa documental, da análise de dados estatísticos e ainda
realizando os primeiros contactos directos com especialista. Num segundo momento,
através de entrevistas semi-estruturadas a uma amostra de professores de Matemática de
cada uma das duas escolas e da análise do seu conteúdo, emergiu um conjunto de
categorias sobre a opinião dos professores sobre as causas do insucesso na disciplina de
Matemática e sobre as suas práticas profissionais, nomeadamente as práticas lectivas, as
práticas profissionais na instituição e as práticas de formação nessas mesmas escolas.
Dos resultados obtidos, e à luz do enquadramento teórico em que se baseou este
estudo, é possível concluir que na opinião dos professores das duas escolas, as possíveis
causas para o insucesso na Matemática é a falta de motivação, de trabalho, empenho,
concentração e interesse por parte dos alunos. No que diz respeito às possíveis causas do insucesso nas escolas A e B, os
professores da escola A têm a opinião que na sua escola há professores mais brandos,
ajudam o aluno a ir a exame, não são tão rígidos a dar ao notas. Relativamente aos
professores da escola B, referiram que poderá ser dos critérios de avaliação ou dos cursos
que são dados em cada uma das escolas.
Relativamente às práticas dos professores são ainda predominantemente marcadas por
um estilo de ensino expositivo, baseado na resolução de exercícios e que pouco recorre a
materiais para além do quadro, giz e manual, prevalecendo uma preocupação sumativa na
avaliação, o estilo de trabalho individualista e a formação desligada das práticas lectivas.
No entanto, na escola B evidenciam-se sinais de novas práticas, envolvendo uma
diversificação de tarefas, de materiais, uma comunicação mais partilhada e uma formação
ligada às práticas lectivas.
O estudo conclui pela necessidade de se realizarem novos estudos, que permitam
traçar uma quadro mais nítido da situação e compreender quais os factores que para ela
contribuem.
This work is on the principal preoccupations of identifying some of the causes for the failure in the subject of mathematics. Its objective is to identify some of the reasons for the failure in two schools in the Castelo Branco district, as well as analysing the teacher's opinions regarding their teaching practices, specifically lecturing practices (tasks, materials and evaluation), the professional practices in the institution and training in those schools. Thus an exploratory study was conducted, using an investigation methodology of a qualitative nature, essentially descriptive. In the first approach, data available about this specific topic was compiled through document research, analysis of statistical data and establishing the first direct contact with a specialist. Then there were semi-structured interviews conducted with a sample of mathematics teachers in each one of the schools. By analysing the content in a group of categories the teacher's opinions emerged, stating the causes for failure in the subject of mathematics and their professional practices, namely the lecturing practices the professional practices in the institution and the vocational training in those schools. From the results obtained by this study and keeping in mind it's theoretic frame, we can conclude that according to the teachers opinions in both schools, the probable causes for failure in mathematics were lack of motivation, work, commitment, focus and interest by students. As far as the probable causes for failure in schools A and B were concerned, teachers in school A think that teachers in their school tend to be less rigid, help the students take their exams and are not strict enough when it comes to grades. Teachers in school B referred that it might be the evalution criteria of courses lectured in each school. When it comes to teaching practices they are still mainly a note style of teaching, based in solving problems, using the blackboard, chalk and workbook, prevailing a proper evaluation of the individuals style of work and training disconnected from the lecture practices. However in school B, there are signs of new practices involving a diversification of tasks and materials, shared communication and training connected to teaching practices. This study concludes by pointing to the need to conduct more studies, which will allow for a clearer view of the situation and understanding the factors that lead to this situation.
This work is on the principal preoccupations of identifying some of the causes for the failure in the subject of mathematics. Its objective is to identify some of the reasons for the failure in two schools in the Castelo Branco district, as well as analysing the teacher's opinions regarding their teaching practices, specifically lecturing practices (tasks, materials and evaluation), the professional practices in the institution and training in those schools. Thus an exploratory study was conducted, using an investigation methodology of a qualitative nature, essentially descriptive. In the first approach, data available about this specific topic was compiled through document research, analysis of statistical data and establishing the first direct contact with a specialist. Then there were semi-structured interviews conducted with a sample of mathematics teachers in each one of the schools. By analysing the content in a group of categories the teacher's opinions emerged, stating the causes for failure in the subject of mathematics and their professional practices, namely the lecturing practices the professional practices in the institution and the vocational training in those schools. From the results obtained by this study and keeping in mind it's theoretic frame, we can conclude that according to the teachers opinions in both schools, the probable causes for failure in mathematics were lack of motivation, work, commitment, focus and interest by students. As far as the probable causes for failure in schools A and B were concerned, teachers in school A think that teachers in their school tend to be less rigid, help the students take their exams and are not strict enough when it comes to grades. Teachers in school B referred that it might be the evalution criteria of courses lectured in each school. When it comes to teaching practices they are still mainly a note style of teaching, based in solving problems, using the blackboard, chalk and workbook, prevailing a proper evaluation of the individuals style of work and training disconnected from the lecture practices. However in school B, there are signs of new practices involving a diversification of tasks and materials, shared communication and training connected to teaching practices. This study concludes by pointing to the need to conduct more studies, which will allow for a clearer view of the situation and understanding the factors that lead to this situation.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Tecnologias Educativas), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Tecnologia educativa Matemática Insucesso escolar - Portugal Ensino secundário