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Abstract(s)
É sobejamente conhecida a dificuldade com que muitos alunos, ao longo do seu percurso
escolar, lidam com a disciplina de Matemática. Ao mesmo tempo, coabitam nas salas de aula
com estes alunos, outros que sobressaem pelo elevado rendimento nesta disciplina. A procura
de explicações para esta discrepância foi uma das motivações para este trabalho,
particularmente a exploração dos fatores que permitem que alguns estudantes sejam
excelentes em Matemática. O conhecimento das condições, tanto pessoais como ao nível da
envolvente do indivíduo, que possibilitam um desempenho escolar excelente em Matemática,
pode ser importante para ajudar os que, à partida, não têm tão bons resultados nesta disciplina.
O ponto de partida para este conhecimento foi a realização de uma extensiva revisão de
literatura sobre a excelência. Mas a profusão de visões sobre o tema e a multiplicidade de
varáveis implicadas dificulta a compreensão do fenómeno. Por este motivo, num esforço de
sistematização, concebemos um modelo para estudo da excelência em Matemática. Para além
da análise dos componentes da excelência em Matemática entre estudantes do ensino superior,
foi também nossa intenção explorar as suas aptidões criativas nesta disciplina. Com este duplo
propósito, realizámos um estudo empírico com recurso a uma metodologia mista, combinando
entrevistas semiestruturadas com um questionário de atitudes face à Matemática, e ainda a
análise das respostas dadas pelos participantes em tarefas matemáticas de múltiplas soluções.
Neste estudo participaram quatro estudantes do ensino universitário português.
Os dados recolhidos sobre os componentes da excelência matemática são consistentes com o
modelo anteriormente proposto. Entre eles, destacam-se pela preponderância que assumem, a
motivação, a capacidade autorregulatória e o nível de comprometimento com a sua formação
matemática. Por seu lado, os dados provenientes da análise do desempenho criativo dos
participantes denotam uma criatividade matemática limitada.
The difficulties that some students face when dealing with mathematics throughout their school route, are broadly recognized. At the same time, sharing the classrooms with these students, there are others who excel in this subject. The search for explanations for this discrepancy was one of the motivations for this work, particularly the exploration of the factors that allow some students to be excellent in mathematics. The knowledge of the conditions, both personal and of the environment where the individual lives and works, which allow for an excellent academic performance in mathematics, can be important to help those who don’t achieve such good results in this subject. The starting point for this knowledge has been the extensive review of the literature on excellence that we’ve done. But the profusion of understandings on the subject and the multitude of variables involved makes it difficult to comprehend this phenomenon. For this reason, in an effort of systematization, we have designed a model for the study of excellence in mathematics. In addition to analyzing the components of excellence in mathematics among university students, it was also our intention to explore their creative skills in this subject. With this dual purpose, we conducted an empirical study using a mixed methodology, combining semi-structured interviews with a questionnaire on attitudes towards mathematics, and also the analysis of the answers given by the participants in mathematical tasks with multiple solutions. The participants of this study were four Portuguese university students. Referring to the components of mathematical excellence, the data collected from the empirical study is consistent with the previously proposed model. Amongst them, as the result of the prevalence these components assume, we highlight motivation, self-regulation abilities and the level of commitment to mathematical education. In turn, the data from the analysis of the participants' creative performance denotes limited creativity.
The difficulties that some students face when dealing with mathematics throughout their school route, are broadly recognized. At the same time, sharing the classrooms with these students, there are others who excel in this subject. The search for explanations for this discrepancy was one of the motivations for this work, particularly the exploration of the factors that allow some students to be excellent in mathematics. The knowledge of the conditions, both personal and of the environment where the individual lives and works, which allow for an excellent academic performance in mathematics, can be important to help those who don’t achieve such good results in this subject. The starting point for this knowledge has been the extensive review of the literature on excellence that we’ve done. But the profusion of understandings on the subject and the multitude of variables involved makes it difficult to comprehend this phenomenon. For this reason, in an effort of systematization, we have designed a model for the study of excellence in mathematics. In addition to analyzing the components of excellence in mathematics among university students, it was also our intention to explore their creative skills in this subject. With this dual purpose, we conducted an empirical study using a mixed methodology, combining semi-structured interviews with a questionnaire on attitudes towards mathematics, and also the analysis of the answers given by the participants in mathematical tasks with multiple solutions. The participants of this study were four Portuguese university students. Referring to the components of mathematical excellence, the data collected from the empirical study is consistent with the previously proposed model. Amongst them, as the result of the prevalence these components assume, we highlight motivation, self-regulation abilities and the level of commitment to mathematical education. In turn, the data from the analysis of the participants' creative performance denotes limited creativity.
Description
Keywords
Excelência Motivação Autorregulação Prática deliberada Criatividade