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Representações socais da matemática. Condicionantes no envolvimento dos alunos e na aprendizagem.
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Advisor(s)
Abstract(s)
O principal objectivo deste trabalho é estudar as relações de influência das
representações sociais da Matemática no envolvimento e na aprendizagem dos alunos.
Sendo as representações sociais, um fenomeno com implicações nos objectos
representados, pretende-se com este trabalho, analisar com que profundidade é que
essas implicações se manifestam relativamente à Matemática.
Partimos do pressuposto, que as representações sociais existentes relativas à
Matematica, desempenham um papel fortemente inibidor no percurso escolar de muitos
alunos.
Ao longo deste estudo, tentamos acercar-nos das opiniões dos alunos, sobre os
possiveis factores que contribuem para a formação e evolução das suas representações
sociais da Matematica.
No que respeita à existência de representações da Matematica, distintas das
restantes disciplinas, destacamos a importância atribuida à opinião dos pais a proposito
desta disciplina. Os próprios alunos manifestam elevadas expectativas, em termos de
utilidade futura desta disciplina, se compararmos com outras, apesar de não lhe
atribuirem grande preferência.
Em relação ao núcleo central das representações sociais da Matemática, a partir
dos dados obtidos, constatamos que e, praticamente constituído unicamente por
elementos, conotados apenas aos aspectos negativos desta disciplina. Esses mesmos
elementos, poderão ser fruto de oito anos de experiências muito pobres em termos de
vivência matematica.
Apesar destes alunos de oitavo ano, revelarem grandes dificuldades a
Matematica, não conseguem identificar claramente as razões do seu insucesso, dando a entender que existem factores externos que determinam O seu insucesso e
consequentemente, O seu envolvimento futuro, o que resulta em graves prejuizos para a sua aprendizagem Matemática.
The main objective of this work is to study the influence of social representations of Mathematics in the involvement and apprenticeship oi`the students. As the social are a phenomenon vvith influence on the represented objects, we have in mind, with this work, to analyse the strength that these implications have On Mathematics. We take for granted that these social representations, related to Mathematics, have an inhibitor influence on students. When doing this study, we tried to get the students opinions, about the possible factors that contribute to the origin and evolution of social representations of Mathematics. In what concerns to the existence of the representations of Mathematics, different from the other subjects, we give relevance to the importance of parents” opinion about this subject. The students themselves reveal high expectations in the usefolness, of this subject, in the future, if we compare with the other ones, in spite of not showing a great preference for it. With regard to the central nucleus of the social representations of Mathematics, and having in mind the results we got, we came to the conclusions that it is practically formed by elements only related to the negative aspects of the subject. These elements can be the product of a eight year experience, very poor in fact in learning lvíatlteniatics. Although these students, attending grade eight, shovv great difficulties in ivliat concerns Mathematics, they can not clearly identify the reasons for their insuccess. They think that some external factors give origin to their insnccess and consequently, their future involvement, and this results in great harm to the leaming of Mathematics.
The main objective of this work is to study the influence of social representations of Mathematics in the involvement and apprenticeship oi`the students. As the social are a phenomenon vvith influence on the represented objects, we have in mind, with this work, to analyse the strength that these implications have On Mathematics. We take for granted that these social representations, related to Mathematics, have an inhibitor influence on students. When doing this study, we tried to get the students opinions, about the possible factors that contribute to the origin and evolution of social representations of Mathematics. In what concerns to the existence of the representations of Mathematics, different from the other subjects, we give relevance to the importance of parents” opinion about this subject. The students themselves reveal high expectations in the usefolness, of this subject, in the future, if we compare with the other ones, in spite of not showing a great preference for it. With regard to the central nucleus of the social representations of Mathematics, and having in mind the results we got, we came to the conclusions that it is practically formed by elements only related to the negative aspects of the subject. These elements can be the product of a eight year experience, very poor in fact in learning lvíatlteniatics. Although these students, attending grade eight, shovv great difficulties in ivliat concerns Mathematics, they can not clearly identify the reasons for their insuccess. They think that some external factors give origin to their insnccess and consequently, their future involvement, and this results in great harm to the leaming of Mathematics.
Description
Keywords
Representações sociais Núcleo central Matemática Condicionantes Envolvimento Aprendizagem