EstratÃgias de estudo deliberado e percepÃÃes sobre o ensino de matemÃtica em contexto universitÃrio

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research aimed to investigate, among mathematics graduates, deliberate study strategies and perceptions about teaching and learning in terms of metacognition and self-regulation. The guideline questions for this research were the following: (i) identify studentsâ perceptions about the teaching context in Math degree concerning the environment, the syllabus and the course and subjects objectives, (ii) analyse how these teaching and learning strategies influence deliberate individual study and (iii) identify study strategies in terms of study organization, time management, monitoring of effectiveness and depth-superficiality dimension. In this quantitative exploratory research methodological strategies were developed through mixed questionnaires containing one hundred thirty-four (134) multiple choice questions with different configurations. One hundred and twenty-nine (129) students answered the questionnaire; there were eighty male students (62%) and forty-nine female students (38%). The participants were enrolled from 2nd to 9th terms of mathematics course from two universities: 78 (60,5%) students from Universidade de BrasÃlia (UnB) and 51 (39,5%) from Universidade CatÃlica de BrasÃlia (UCB). The results indicate that most students spend from one to three hours a day on individual study, while in their own conception the course ideally requires, on average, from two to four hours. Although the students declare having some study routine, they plan their academic activities according to their availability. The perceptions they have about the academic environment, regarding classroom attitudes, learning environment and interaction with classmates are very positive, while the interaction among students and professors, syllabus, course and subjects aims require more attention, not only in relation to the professors but also regarding the course department. The learning strategies considered efficient include attention to the professorsâ explanation, organization of studying material, assiduity, punctuality, and the habit of taking notes during classes. The main sources of interference causing lack of concentration at the time of class include classroom monotony, small talk, undue play and cell phone noise. The highlights among the motivational factors are the atmosphere of friendship and mutual trust between students and professors and among students, the studies linked to the studentsâ life projects, the family influence, the professorsâ enthusiasm towards the subject they teach, the environment in the learnersâ study organization and a silent place to study. Upon reflection and evaluation of metacognitive and self-regulatory processes, it is suggested that students increase their time for individual study quantitative and qualitatively and set better study habits as a goal. For the professors, it is recommended that they take a closer look at learning to learn

ASSUNTO(S)

metacogniÃÃo ensino-aprendizagem motivaÃÃo learning strategies motivation auto-regulaÃÃo metacognition and self-regulation estratÃgias de aprendizagem deliberate study learning aprendizagem expertise expertise estudo deliberado

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