Actitud hacia las matemáticas de los estudiantes de quinto grado de educación primaria  y autoeficacia de los profesores

Segarra, Jaime; Julià, Carme

doi:10.22235/cp.v15i1.2170

Cited by 8 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Convém ressaltar, porém, que aprender matemática tornou-se um desafio para muitos estudantes que, antes mesmo de tentarem resolver as questões propostas salientam "Não sou bom em matemática" (Segarra;Julià, 2021;Colomeischi;Colomeischi, 2015).…”

Section: Aprendizagem X Matemáticaunclassified

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

Pillon,

Galvão Filho,

Ulbricht

et al. 2023

OLEL

View full text Add to dashboard Cite

No presente artigo apresenta-se uma pesquisa que investigou o processo ensino-aprendizagem da matemática nos anos finais do ensino fundamental. Inicialmente foram realizadas duas revisões integrativas da literatura e, após, foi efetivada uma pesquisa de campo junto a estudantes e professores das escolas municipais de Florianópolis. A pesquisa, caracterizada como descritiva e qualitativa, utilizou além da revisão integrativa, observações participantes e entrevistas semiestruturadas. Em observância ao uso das TDIC’s para a aprendizagem da matemática as revisões revelaram que o aumento gradativo desta utilização vinha sendo apontado como positivo. Contudo, na pesquisa de campo identificou-se que, para a maioria dos participantes, no momento em que os dados foram coletados, as tecnologias ainda não participavam ativamente deste processo. Como demais achados nesta etapa salienta-se ainda que, para estes estudantes, a matemática foi citada como uma das disciplinas com maior “facilidade” de compreensão. Ademais, os mesmos apontaram as “frações” como sendo o conteúdo de maior dificuldade de entendimento. Tais resultados podem ser considerados contribuintes à reflexão sobre o uso das tecnologias ou, ainda, as metodologias utilizadas e as dificuldades apontadas no ensino de frações, informações que podem aprimorar sobremaneira a práxis educacional da matemática.

show abstract

Section: Aprendizagem X Matemáticaunclassified

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

Pillon,

Galvão Filho,

Ulbricht

et al. 2023

OLEL

View full text Add to dashboard Cite

show abstract

“…It should be noted, however, that learning mathematics has become a challenge for many students who, even before trying to solve the proposed questions, stress "I am not good at mathematics" (Segarra;Julia, 2021;Colomeischi;Colomeischi, 2015). In this regard, Bausela (2018) points out that the risk predisposition to low performance may be associated with anxiety, in combination with several factors still under study such as delay or deficit in neurocognitive processes.…”

Section: Learning Vs Mathematicsmentioning

confidence: 99%

The learning of mathematics in the final years of elementary school: Studies and realities in the municipal school system of Florianópolis-SC

Pillon,

Galvão Filho,

Ulbricht

et al. 2023

Uniting Knowledge Integrated Scientific Research for Global Development

View full text Add to dashboard Cite

This article presents a research whose objective was to investigate how the teaching-learning process of mathematics occurs in the final years of elementary school. To achieve this goal, two integrative literature reviews were initially carried out based on data available on the Web of Science, Scopus and Scielo and, in a later phase, a field research was carried out with students and teachers of the final years of elementary education in municipal schools. from Florianópolis - SC. In this research characterized as descriptive in terms of its objectives and qualitative in terms of approach, in addition to the integrative review, participant observations and semi-structured interviews were used. As for the use of TDIC's for learning mathematics, the results of the reviews revealed that the gradual increase in this use has been pointed out as positive. However, in field research with 15 teachers and 50 students, it was identified that, for the majority, at the time the data were collected, the technologies were not yet actively participating in this process. As with other findings at this stage, it should be noted that, for these students, mathematics was mentioned as one of the disciplines with greater “ease” of understanding. In addition, they pointed out “fractions” as the content with the greatest difficulty in understanding. In this way, it is concluded that the analysis and reflection on the relevant aspects of the observed experience, focusing on the use of technologies or, the difficulties pointed out in the teaching of fractions, can greatly contribute to the educational praxis of mathematics.

show abstract

“…One of the variables that has an impact on low student performance is the role of the teacher in the teaching-learning processes [10], with attitudes towards mathematics playing a relevant role [11][12][13][14][15][16][17]. It is convenient to specify that the term attitude does not have a univocal conceptualisation, but presents various meanings, even when linked to the field of mathematics.…”

Section: Introductionmentioning

confidence: 99%

Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics

Sánchez-Mendías,

Miñán-Espigares,

Rodríguez-Fernández

2024

Education Sciences

View full text Add to dashboard Cite

This article presents the results of a study on the perception that future teachers have in relation to the attitudes their teachers showed towards mathematics during the Primary Education stage, their level of competence in mathematics, and the possible relationship between both variables. A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical competence. The future teachers show an ambivalent perception of their teachers’ attitude towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are set, with almost half of the sample included in the first two profiles. In the inferential study, values that reflect a significant incidence between both variables are obtained. It is important that teachers convey favourable attitudes towards mathematics to their students, since the more favourable they are, the better the levels of competence obtained. To minimise this deficit, content and activities aimed at improving mastery and encouraging the development of favourable attitudes towards this discipline through specific actions should be incorporated into training programs.

show abstract

Actitud hacia las matemáticas de los estudiantes de quinto grado de educación primaria y autoeficacia de los profesores

Cited by 8 publications

References 33 publications

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

The learning of mathematics in the final years of elementary school: Studies and realities in the municipal school system of Florianópolis-SC

Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics

Contact Info

Product

Resources

About