Ações das IES quanto às dificuldades matemáticas dos alunos ingressantes: um retrato
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Cruzeiro do Sul
Brasil Programa de Pós Graduação em Ensino de Ciências e Matemática Cruzeiro do Sul |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.cruzeirodosul.edu.br/handle/123456789/1089 |
Resumo: | Higher Education Institutions (IES) have received students with educational lag and difficulties to keep up with the studies in graduation courses, especially regarding Mathematics disciplines in Exact Science courses. The overall goal of the present research is to analyze what Higher Education Institutions have offered newcoming students regarding their mathematical difficulties, and the specific goals are to check (1) which didactic and pedagogical actions have been implemented for Mathematics teaching, considering difficulties students show when they get on Higher Education courses, and (2) whether the Course Pedagogic Project (PPC) and curricular matrices show aspects and/or actions that suggest such didactic and pedagogical implementations. It is a qualitative nature research, which was developed through interviews with Science professors, especially the ones from Engineering course. After the interviews were analyzed by procedures of Discursive Textual Analysis, the technique of Document Analysis was used to explore the PPCs and the curricular matrices of those courses. Thus, it is intended to make a portrait of actions implemented in that way by institutions, aiming to contribute to professional education of those Higher Education students. By considering the findings of research data, three categories of analysis were reached: actions, dimensions and perceptions. The data interpretation in those categories revealed, based on the interviews, that some IES have offered opportunities such as support classes and disciplines covering Basic Education contents, tutoring and monitoring programs, use of technology, sites and apps related to Mathematics contents. There are also specific actions taken by some professors for higher education newcoming students such as spreadsheets for low performance students, group work, use of figures and website design to help those students in their school activities. The coordination and professors are often concerned about school evasion and the reasons for that. In the same way, some of the analyzed PCCs suggest intervention actions for students by offering tutoring and monitoring programs, virtual learning classrooms and school support regarding disciplines that cover Elementary and High School contents in order to improve Mathematics teaching. Finally, data reveal that there are recommended actions and implemented actions. Although some look palliative, the present research may show some paths that could be taken by the IES to help Higher Education newcoming students. |