Um estudo das identidades matemáticas de alunos do ensino médio da Escola Preparatória de Cadetes do Ar

• Ano de defesa: 2010
• Autor(a) principal: Alexandre Jose Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: crenças matemáticas; educação matemática; Identidade matemática; Aprendizagem situada e comunidade de prática; Matemática Estudo e ensino; Educação
• Link de acesso: http://hdl.handle.net/1843/FAEC-87CGUT

This work consists of a mathematical study of the identities of high school students of the Escola Preparatória de Cadetes do Ar (EPCAR), with emphasis on their systems of beliefs in relation to mathematics. The main theoretical frameworks underlying the study are the perspectives of situated learning and communities of practice (LAVE and WENGER, 1991; WENGER, 19981991, 1998), and the literature on identity and beliefs in the context of mathematics education. Mathematical identities (actual and designated) of these students were examined using concepts of Sfard and Prusak (2005a, b). With regard to beliefs, they were investigated on the basis of the work of Gómez Chacón, Opt Eynde and De Corte (2006), in terms of the system of students' beliefs about: (i) mathematics and mathematics education, (ii) themselves as students of mathematics and (iii) the social context in which they and the mathematics interact. Empirical research is mainly qualitative and used the following instruments: (i) questionnaires for students, (ii) audio and video record of interviews with some students and teachers, (iii) audio and video record from a series of classes, (iv) a questionnaire for parents of some students, (v) written records. The analysis and discussion of the data are presented as three case studies, using narratives/stories produced from the research protocols. Stand out in the final reflections on development results and pedagogical implications of the study. The research results indicate, among others, an interesting relationship between the actual and designated mathematical identities of students surveyed and beliefs mathematics. For example, one that presents a strong actual identity shows real strong convictions about what is mathematics, about teaching, their own learning, and the usefulness of the course for a career aviator FAB. He who has a designated landmark identity has doubts about the usefulness of mathematics teaching for such a career, despite having a strong personal conviction of what is mathematics. Finally, one that shows a certain instability of the mathematical identity, which can now be counted among those who have an actual strong identity, sometimes between those who have a designated landmark identity oscillates between learning beliefs and their desires regarding the discipline. Although the survey was conducted in a school rather specific, the EPCAR, some pedagogical implications can be displayed to other schools. It is suggested in particular that teachers are aware of the origins of the mathematics identities of those students who sometimes have to be apathetic, oblivious to the classroom. Consequently, seeking to understand the low performance of students in assessments and feelings of unhappiness that by chance these students before they can demonstrate their learning. Another suggestion is to seek to understand the mathematical beliefs of students who are characterized as self-taught. These students may feel excluded from the context of the classroom just because they have this characteristic.