When Dropout Students Speaks: the School Dropout of the Degree in Mathematics Offered in Distance Education at UniCesumar

• Autor(a) principal: Ramos, Antoneli da Silva
• Data de Publicação: 2020
• Outros Autores: Gomes, Paulo César
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/966

School dropout is a complex, multidetermined, multidimensional phenomenon that affects people and numerous higher education institutions (HEI) throughout Brazil. Our objectives in the present article were: (a) to map the profile of the dropout student and the main motivations for dropping out of the online mathematics undergraduate course offered by a private HEI; (b) to understand the dropout phenomenon and its determinants from the perspective of the dropout student. Our initial investigations came from a survey conducted with the application of an online questionnaire to 1,000 participants from different cities and states of Brazil evaded between 2014 and 2018. Our results suggest that dropout students are prevalent among married men with incomes of 2-4 minimum wages, who have children and are between 20 and 40 years of age, and who have a teaching job and live in southern Brazil. However, they highlighted that the main reasons why they dropped out of the course were the following: absence of face-to-face contact with teachers and colleagues, lack of support from the tutor in person, problems with math disciplines (algebra, calculus, statistics, analytical geometry, among others), problems to establish personal and study routines, serious financial problems, and even problems in receiving on-line assistance from instructors. Keywords: Mathematics teacher training. Evasion. School dropout perceptions.