Desenvolvimento cognitivo na construção do raciocínio matemático e reprovação nos cursos de engenharia da Univasf

• Ano de defesa: 2012
• Autor(a) principal: Sousa, Geida Maria Cavalcanti de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Psicologia; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Cognitive development; Engineering; School performance; Repetition; Reasoning; Desenvolvimento cognitivo; Engenharia; Rendimento escolar; Raciocínio matemático; Repetência; Raciocínio; Psicologia; 159.9
• Link de acesso: http://repositorio.ufes.br/handle/10/3143

Recent research showed high percentage of failure in engineering courses at the Federal University of São Francisco Valley. These results stimulated the work described here, which aimed to analyze the relationship between cognitive development in the construction of mathematical reasoning and failure in the basic subjects of engineering courses at Univasf. Participants were 37 students undertaking engineering courses (Calculus I, Analytic Geometry and Physics), and five teachers of these subjects. The data cover the period from 2009 to 2010 and was obtained on the campus of Juazeiro-BA Univasf, with the following methods : interviews with students and teachers; the application of Piagetian tests (floating bodies task and the pendulum) and BPR - 5, psychological tests with the students. The analysis categories were: leveis of cognitive development; student performance in basic subjects and reasoning tests; concepts, skills and difficulties in mathematics; and teaching-learning process and their relationships, data which was analyzed using a quantitative/qualitative approach. Results showed: Regardless of the pass/fail situation in the basic subjects of engineering Univasf, leveis of cognitive development did not justify the final outcome students' academic performance. 2. The data resulting from tests of reasoning (BPR-5) point out, just in Spatial Reasoning subtest, a positive correlation with a positive correlation with academic test scores of Analytical Geometry (subject). There is a correlation between performance on tests of academic achievement (GA, CA, FIS) for successful students performed significantly higher than disapproved. This situation did not occur among the subtests of BPR-5. Statistically, there is no significant differences between approved students and disapproved ones significant differences between students approved and disapproved, considering all subtests battery BPR-5. 3. Several difficulties affect academic performance (associated with other ones): the teacher-student relationship, communication, process of text comprehension, teaching methodology, decontextualized content, lack of basic knowledge from secondary education; lack of pedagogical formation of teachers, teaching strategies and learning assessment, the number of subjects in the first period, financial difficulties, family problems, and students becoming discouraged due to frustration with their performance. Thus, it is concluded that control variables or intervention, depending on the design and context of future research, can define various aspects that influence the academic performance in the pedagogical, psychological and cognitive perspectives.