Loading...
Publication
Motivação para a matemática : Sua relação com o género, ano de escolaridade, auto-conceito académico, auto-estima e clima de sala de aula
Authors
Advisor(s)
Abstract(s)
O objectivo central deste trabalho consiste na análise da relação entre as variáveis
Género, Ano de Escolaridade, Auto-Conceito, Auto-Estima e Clima de Sala de Aula, na
Motivação dos alunos para a Matemática.
O estudo foi desenvolvido com 292 participantes que frequentavam o 7º (105), 8º
(100) e 9º (88) ano de escolaridade, dos quais aproximadamente 55% pertenciam género
feminino e 45% ao género masculino. Neste estudo foram utilizados três instrumentos, com o
objectivo de avaliar a motivação dos alunos para a Matemática, o seu auto-conceito e autoestima,
bem como a sua percepção do clima de sala de aula, nomeadamente as escalas “Eu e a
Matemática”, “Como é que eu sou?” e “Na sala de aula de Matemática”.
As hipóteses colocadas neste estudo foram verificadas estatisticamente, através do
método comparativo e do método correlacional, podendo concluir-se relativamente à
motivação, que existe um efeito das variáveis Género e Ano de Escolaridade na motivação
para a Matemática. Deste modo, constatamos que as raparigas atribuem uma maior
importância ao esforço disponibilizado para as aprendizagens da matemática do que os
rapazes e que os alunos do 7º ano, em comparação com os alunos de 9º ano, sentem-se mais
competentes e possuem um maior interesse e prazer, pelas tarefas relacionadas com esta
disciplina.
Em relação às variáveis auto-conceito e auto-estima, verificou-se que estão
correlacionadas positivamente com a motivação dos alunos, isto é, os alunos que possuem
níveis mais elevados de auto-conceito e auto-estima são também aqueles que estão mais
motivados para a Matemática.
No que diz respeito à percepção do clima de sala de aula, verificou-se que existe uma
correlação entre o Suporte Social dos Colegas, o Suporte Social do Professor, as Atitudes face
à Matemática e a Aprendizagem Cooperativa com as dimensões motivacionais:
Valor/Utilidade, Interesse/Prazer e Esforço/Importância, o que demonstra a importância de um clima de sala de aula positivo para a motivação dos alunos.
ABSTRACT: The main objective of this work consists in analyse the relationship between variables influence of Gender, School’s Year, Self-concept, Self-Esteem and Classroom Context, over student’s motivation for Maths. This study was developed with 292 participants who frequented 7th (105), 8th (100) and 9th (88) year of school. From those, approximately 55% belong to feminine gender and 45% to male gender. On this study were used three instruments, with the purpose to evaluate student’s motivation to Maths, the self-concept and self-esteem and the classroom context perception, namely “Eu e a Matemática” (“Me and Maths”), “Como é que eu sou?” (“How I am?”) and “Na sala de Aula de Matemática” (“At the Classroom”) scale. All hypothesis used in this study were statistical verified, thru the comparative method and correlacional method, which allowed us to conclude (what concerns to motivation) that exists an effect on Gender and School’s Year variables over student’s motivation for Maths. This way, we realize girls attribute a higher-up importance in maths learning to effort’s provided than boys; and 7th degree students, comparing them with the 9th degree students, feel more competent and own a higher-up interest and pleasure by the tasks related with this discipline. Concerning the variables self-concept and self-esteem, it was verified that they are positively correlated with student’s motivation, that, students with high levels of self-concept and self-esteem, are those that are more motivated to Math. Concerning the perception of Social Environment of the Classroom, we’ve verified that exists an correlation between Teacher’s Social Support, Student’s Social Support, Attitudes in view of Maths and Cooperative Learning with the motivation dimensions: Value/Utility, Interest/Pleasure e Effort/Importance which demonstrates the importance of a positive classroom context for the student’s motivation.
ABSTRACT: The main objective of this work consists in analyse the relationship between variables influence of Gender, School’s Year, Self-concept, Self-Esteem and Classroom Context, over student’s motivation for Maths. This study was developed with 292 participants who frequented 7th (105), 8th (100) and 9th (88) year of school. From those, approximately 55% belong to feminine gender and 45% to male gender. On this study were used three instruments, with the purpose to evaluate student’s motivation to Maths, the self-concept and self-esteem and the classroom context perception, namely “Eu e a Matemática” (“Me and Maths”), “Como é que eu sou?” (“How I am?”) and “Na sala de Aula de Matemática” (“At the Classroom”) scale. All hypothesis used in this study were statistical verified, thru the comparative method and correlacional method, which allowed us to conclude (what concerns to motivation) that exists an effect on Gender and School’s Year variables over student’s motivation for Maths. This way, we realize girls attribute a higher-up importance in maths learning to effort’s provided than boys; and 7th degree students, comparing them with the 9th degree students, feel more competent and own a higher-up interest and pleasure by the tasks related with this discipline. Concerning the variables self-concept and self-esteem, it was verified that they are positively correlated with student’s motivation, that, students with high levels of self-concept and self-esteem, are those that are more motivated to Math. Concerning the perception of Social Environment of the Classroom, we’ve verified that exists an correlation between Teacher’s Social Support, Student’s Social Support, Attitudes in view of Maths and Cooperative Learning with the motivation dimensions: Value/Utility, Interest/Pleasure e Effort/Importance which demonstrates the importance of a positive classroom context for the student’s motivation.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Motivação Auto-conceito Auto-Estima Clima de sala de aula Motivation Self-concept Self-esteem Social environment of the classroom