Background: Given the importance of stimulating the creative potential of students in the classroom, it is relevant to investigate how the assessment of learning, especially the use of feedbacks, can contribute to this issue. Objectives: This article aims to discuss what characterises creative feedback in the mathematics field and illustrates this characterisation by reporting a pedagogical practice carried out with students attending the last year of high school in a Brazilian public school. Design: Qualitative analysis of reports of students who participated in a pedagogical activity. Settings and participants: Four students enrolled in the 3rd grade of high school integrated with professional education in a public educational institution in the Brazilian capital. The students participated voluntarily after an invitation to the institution. Data collection and analysis: The data was collected from recordings of video calls through Google Meet platform and students’ written production through WhatsApp instant messaging application. Results: The messages exchanged between the teacher and the students revealed that the feedback focused on developing creativity enabled them to create different and innovative ideas. Conclusions: Creative feedback proved to be an important concept to stimulate students’ mathematical creativity. We suggest research on critical thinking development through creative feedback and creative peer feedback for further investigations.
O presente artigo refere-se à pesquisa qualitativa que analisou percepções de 11 professores de Cálculo 1 de uma universidade pública federal localizada em uma Unidade Federativa da RegiãoCentro-Oeste do Brasil, a fim de compreender o processo avaliativo e as possíveis relações entre os instrumentos e os procedimentos utilizados na avaliação da aprendizagem e os altos índices dereprovação. Para a coleta de dados junto ao corpo docente, utilizou-se questionário, elaborado pelos autores, composto por 15 itens, sendo 4 questionamentos abertos. A partir dos dados coletados noquestionário e das análises das respostas, pôde-se concluir quais seriam os principais fatores que explicariam a reprovação em Cálculo 1, para esses professores: falta de pré-requisitos básicos dosestudantes, falta de maturidade para os estudos em ambiente acadêmico, falta de motivação dos discentes para os estudos, falta de curso de pré-cálculo, dificuldades na aprendizagem de conceitospróprios da disciplina etc. Além disso, as percepções dos professores também apontaram para a necessidade de ajustes na estrutura didático-pedagógica do Cálculo 1 nesse campus.
O avanço tecnológico corre em velocidade admirável e, com isso, surgem novos problemas que precisam ser respondidos. Nesse sentido, destacamos a importância do investimento em criatividade, em especial no campo da matemática, como forma de avançar na produção de conhecimentos e de tecnologias e na criação de novas formas de organização social que permitam o desenvolvimento sustentável e a qualidade de vida para todos. A criatividade em matemática é um campo de pesquisa relativamente novo e tem conquistado maior número de interessados a cada ano. Neste artigo, apresentamos um breve histórico sobre a gênese e o desenvolvimento da pesquisa acerca dessa temática. Esperamos que este artigo contribua para a comunidade acadêmica no sentido de oferecer uma visão sobre tal campo de estudo.
Background: The field of studies on mathematical creativity is relatively new in Brazil. The first records of empirical research in this field are from the first decade of this century. As a way of contributing to the consolidation of this field, we present an overview of research on mathematical creativity in the international scenario, based on the productions published in the conference proceedings of the International Group for Mathematical Creativity and Giftedness. Objectives: The article seeks to answer the following questions: What elements have prevailed in the conceptualisation of mathematical creativity? What is the focus of research questions and/or research objectives? What methods/methodologies were used in the research? Design: Research mapping, with information extracted from a form structured by the researchers. Settings and participants: Were analysed the works published in the proceedings of the conferences promoted by The International Group for Mathematical Creativity and Giftedness, held in 2014, 2015, 2017, and 2019. Data collection and analysis: Thirty-five papers that met the following criteria: to be a research report, to be characterised as a complete work, and to have as an object of investigation the mathematical creativity at different levels of teaching and/or in teacher education were selected. Results: Different concepts for creativity in mathematics were identified, which vary according to the focus of the research, sometimes emphasising the creative person, and sometimes emphasising the creative process in mathematics. Most of the studies were developed with elementary and high school students. Different research methods/methodologies were also identified, with a predominance of qualitative approaches. Conclusions: The analysis carried out allows us to highlight the need for attention to new studies, especially in relation to correlational studies and longitudinal studies.
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