Baixo rendimento escolar em matemática: a opinião dos professores e dos alunos da 11ª classe
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2020
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A nossa investigação coloca em foco o baixo rendimento escolar na disciplina de matemática, na perspetiva dos professores e dos alunos da 11ª classe do Colégio Cdte Kapango no Huambo e tem como finalidade averiguar de que forma os docentes e alunos percecionam o baixo rendimento escolar na disciplina de matemática nesta classe na escola supracitada. Tendo em conta os objetivos do presente estudo, optámos em realizar uma investigação predominantemente qualitativa, mas que não excluiu a quantificação. Assim, utilizámos, como técnicas de coleta de dados, o questionário, tendo sempre em vista o âmbito do baixo rendimento escolar com incidência no insucesso no contexto escolar. Para tanto, recorremos naturalmente a vários estudos: Benavente (1976), Carmo (2011), Carmo & Simionato, (2012), Clérigo, et al (2017), Marchesi (2006), Nagaro, et al (2014, 2017) e Silva Duart (2012). Esta investigação teve como sujeitos os alunos e os professores da 11º classe. Os alunos realizaram uma prova diagnostica e um teste de ansiedade à matemática, os dados obtidos foram cruzados e analisados. Tendo reforçado a perspetiva de que o baixo rendimento escolar na matemática é influenciado por fatores intrínsecos ao próprio aluno − interesse, dedicação ao estudo, grau de ansiedade − e também fatores extrínsecos − metodologias tradicionais de ensino, estratégias de ensino pouco motivadores, por exemplo, tem influência no baixo rendimento escolar na matemática
Portanto, ficou evidente que os fatores que contribuem para o baixo rendimento dos alunos da escola em estudo é agravado pelo fraco acompanhamento dos pais e encarregados de educação na realização de tarefas e também dos professores, pois todos os participantes ate mesmo só próprios professores são unânimes em afirmar que estes profissionais podem fazer mais por causa do tempo que lecionam esta disciplina e porque tem formação académica que impõem maior diversificação no PEA.
Our research focuses on low school performance in the discipline of mathematics, from the perspective of teachers and students of the 11th grade of Colégio Cdte Kapango in Huambo and aims to find out how teachers and students perceive low school performance in the discipline of math in this class at the aforementioned school. Taking into account the objectives of the present study, we opted to carry out a predominantly qualitative investigation, but which did not exclude quantification. Thus, we used the questionnaire as data collection techniques, always bearing in mind the scope of low school performance with an incidence of failure in the school context. To this end, we naturally resort to several studies: Benavente (1976), Carmo (2011), Carmo & Simionato, (2012), Clérigo, et al (2017), Marchesi (2006), Nagaro, et al (2014, 2017) and Silva Duart (2012). This investigation had as subjects the students and the teachers of the 11th class. Students performed a diagnostic test and a math anxiety test, the data obtained were crossed and analyzed. Having reinforced the perspective that low school performance in mathematics is influenced by factors intrinsic to the student's own interest, dedication to study, degree of anxiety and also extrinsic factors traditional teaching methodologies, low motivating teaching strategies, for example, have an influence on poor school performance in mathematics Therefore, it was evident that the factors that contribute to the low performance of the students in the school under study are aggravated by the poor monitoring of parents and guardians in carrying out tasks and also of teachers, since all participants, even only teachers themselves, are unanimous in stating that these professionals can do more because of the time they teach this discipline and because they have academic training that impose greater diversification in the PEA.
Our research focuses on low school performance in the discipline of mathematics, from the perspective of teachers and students of the 11th grade of Colégio Cdte Kapango in Huambo and aims to find out how teachers and students perceive low school performance in the discipline of math in this class at the aforementioned school. Taking into account the objectives of the present study, we opted to carry out a predominantly qualitative investigation, but which did not exclude quantification. Thus, we used the questionnaire as data collection techniques, always bearing in mind the scope of low school performance with an incidence of failure in the school context. To this end, we naturally resort to several studies: Benavente (1976), Carmo (2011), Carmo & Simionato, (2012), Clérigo, et al (2017), Marchesi (2006), Nagaro, et al (2014, 2017) and Silva Duart (2012). This investigation had as subjects the students and the teachers of the 11th class. Students performed a diagnostic test and a math anxiety test, the data obtained were crossed and analyzed. Having reinforced the perspective that low school performance in mathematics is influenced by factors intrinsic to the student's own interest, dedication to study, degree of anxiety and also extrinsic factors traditional teaching methodologies, low motivating teaching strategies, for example, have an influence on poor school performance in mathematics Therefore, it was evident that the factors that contribute to the low performance of the students in the school under study are aggravated by the poor monitoring of parents and guardians in carrying out tasks and also of teachers, since all participants, even only teachers themselves, are unanimous in stating that these professionals can do more because of the time they teach this discipline and because they have academic training that impose greater diversification in the PEA.
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Orientação: Ana Sofia António
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, ALUNOS, STUDENTS, INSUCESSO ESCOLAR, SCHOOL FAILURE, MATEMÁTICA, MATHEMATICS, RENDIMENTO ESCOLAR, ACADEMIC ACHIEVEMENT, PROFESSORES, TEACHERS, ANGOLA, ANGOLA