MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION

Detalhes bibliográficos
Autor(a) principal: LUCAS TOLENTINO, JUCILEIDE DAS DORES
Data de Publicação: 2020
Outros Autores: FERREIRA, ANA CRISTINA, MINORU TORISU, EDMILSON
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/38069
Resumo: Teachers' beliefs about their own ability to learn mathematics can influence how theyrelate to this subject, affecting both their learning and that of their students. However, the relationshipthat many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics selfefficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study wasbased on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. Themethodology, with a qualitative approach, involved an intervention research involving eightundergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data wereproduced by observing two Mathematics classes of the course during two semesters, as well as in meetingsof a study group including the principal researcher and the eight undergraduate students; recordsproduced by the study participants and a questionnaire answered by them. The results show the influenceof this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequencyof successful experiences, as well as the development of a more favorable relationship for learningmathematics. In addition, there is strong evidence of increased motivation to learn mathematics.
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spelling MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATIONAUTOEFICACIA MATEMÁTICA Y MOTIVACIÓN PARA APRENDER EN LAFORMACIÓN INICIAL DE PEDAGOGOSAUTOEFICÁCIA MATEMÁTICA E MOTIVAÇÃO PARA APRENDER NA FORMAÇÃO INICIAL DE PEDAGOGOSEducação Matemáticamotivação para aprenderautoeficácia matemáticalicenciatura em PedagogiaMathematics educationmotivation to learnMathematics self-efficacyPedagogy courseEducación Matemáticamotivación para aprendercreencias de autoeficacia matemáticaformación inicial de maestrosTeachers' beliefs about their own ability to learn mathematics can influence how theyrelate to this subject, affecting both their learning and that of their students. However, the relationshipthat many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics selfefficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study wasbased on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. Themethodology, with a qualitative approach, involved an intervention research involving eightundergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data wereproduced by observing two Mathematics classes of the course during two semesters, as well as in meetingsof a study group including the principal researcher and the eight undergraduate students; recordsproduced by the study participants and a questionnaire answered by them. The results show the influenceof this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequencyof successful experiences, as well as the development of a more favorable relationship for learningmathematics. In addition, there is strong evidence of increased motivation to learn mathematics.Las creencias de los maestros acerca de su propia capacidad para aprender matemáticaspueden influir en la forma como se relacionan con esta disciplina, afectando tanto su aprendizaje comoel de sus estudiantes. Sin embargo, la relación que muchos futuros maestros, estudiantes de Pedagogía,establecen con las matemáticas no es la más positiva. En el presente artículo, analizamos las posiblesrelaciones entre las creencias de autoeficacia matemática de un grupo de estudiantes de Pedagogía y sumotivación para aprender Matemáticas. El estudio se basó en las nociones de motivación para aprendery autoeficacia de la Teoría Social Cognitiva. La metodología, de enfoque cualitativo, se dio por medio deuna investigación de intervención desarollada con ocho estudiantes de Pedagogía de una universidadpública de Minas Gerais (Brazil). Los datos se produjeron a lo largo de dos semestres lectivos mediante:observación de dos asignaturas de matemáticas y de las reuniones de un grupo de estudio compuesto porla investigadora principal y las ocho estudiantes de Pedagogía; registros producidos por los participantesdel estudio; y un cuestionario respondido por ellos. Los resultados muestran la influencia del estúdio enel fortalecimiento de las creencias de autoeficacia asociadas principalmente con la mayor frecuencia deexperiencias exitosas, así como el desarrollo de una relación más favorable para el aprendizaje de lasmatemáticas. Además, existe una fuerte evidencia de mayor motivación para aprender matemáticas.As crenças dos professores sobre sua própria capacidade de aprender Matemática podeminfluenciar a forma como se relacionam com essa disciplina, afetando tanto sua aprendizagem quanto ade seus alunos. Contudo, a relação que muitos futuros professores dos anos iniciais, estudantes dePedagogia, estabelecem com a Matemática não é das mais positivas. No presente artigo, analisamospossíveis relações entre as crenças de autoeficácia matemática de um grupo de licenciandas em Pedagogiae sua motivação para aprender Matemática. O estudo se fundamentou nas noções de motivação paraaprender e autoeficácia da Teoria Social Cognitiva. A metodologia, de abordagem qualitativa, envolveuuma pesquisa de intervenção da qual participaram oito licenciandas em Pedagogia de uma universidadepública do interior de Minas Gerais. Os dados foram produzidos por meio da observação de aulas deduas disciplinas de Matemática do referido curso, durante dois semestres, bem como de reuniões de umgrupo de estudos constituído pela pesquisadora principal e as oito licenciandas; registros produzidos pelasparticipantes do estudo e questionário respondido pelas mesmas. Os resultados evidenciam que, após aintervenção, houve o fortalecimento das crenças de autoeficácia associados principalmente ao aumentoda frequência de experiências de sucesso, além do desenvolvimento de uma relação mais favorável paraa aprendizagem de Matemática. Além disso, há fortes indícios de aumento da motivação para aprenderMatemática.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/38069Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/38069/29684https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess LUCAS TOLENTINO, JUCILEIDE DAS DORESFERREIRA, ANA CRISTINA MINORU TORISU, EDMILSON 2022-01-27T20:54:52Zoai:periodicos.ufmg.br:article/38069Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-01-27T20:54:52Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
AUTOEFICACIA MATEMÁTICA Y MOTIVACIÓN PARA APRENDER EN LAFORMACIÓN INICIAL DE PEDAGOGOS
AUTOEFICÁCIA MATEMÁTICA E MOTIVAÇÃO PARA APRENDER NA FORMAÇÃO INICIAL DE PEDAGOGOS
title MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
spellingShingle MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
LUCAS TOLENTINO, JUCILEIDE DAS DORES
Educação Matemática
motivação para aprender
autoeficácia matemática
licenciatura em Pedagogia
Mathematics education
motivation to learn
Mathematics self-efficacy
Pedagogy course
Educación Matemática
motivación para aprender
creencias de autoeficacia matemática
formación inicial de maestros
title_short MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
title_full MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
title_fullStr MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
title_full_unstemmed MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
title_sort MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
author LUCAS TOLENTINO, JUCILEIDE DAS DORES
author_facet LUCAS TOLENTINO, JUCILEIDE DAS DORES
FERREIRA, ANA CRISTINA
MINORU TORISU, EDMILSON
author_role author
author2 FERREIRA, ANA CRISTINA
MINORU TORISU, EDMILSON
author2_role author
author
dc.contributor.author.fl_str_mv LUCAS TOLENTINO, JUCILEIDE DAS DORES
FERREIRA, ANA CRISTINA
MINORU TORISU, EDMILSON
dc.subject.por.fl_str_mv Educação Matemática
motivação para aprender
autoeficácia matemática
licenciatura em Pedagogia
Mathematics education
motivation to learn
Mathematics self-efficacy
Pedagogy course
Educación Matemática
motivación para aprender
creencias de autoeficacia matemática
formación inicial de maestros
topic Educação Matemática
motivação para aprender
autoeficácia matemática
licenciatura em Pedagogia
Mathematics education
motivation to learn
Mathematics self-efficacy
Pedagogy course
Educación Matemática
motivación para aprender
creencias de autoeficacia matemática
formación inicial de maestros
description Teachers' beliefs about their own ability to learn mathematics can influence how theyrelate to this subject, affecting both their learning and that of their students. However, the relationshipthat many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics selfefficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study wasbased on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. Themethodology, with a qualitative approach, involved an intervention research involving eightundergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data wereproduced by observing two Mathematics classes of the course during two semesters, as well as in meetingsof a study group including the principal researcher and the eight undergraduate students; recordsproduced by the study participants and a questionnaire answered by them. The results show the influenceof this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequencyof successful experiences, as well as the development of a more favorable relationship for learningmathematics. In addition, there is strong evidence of increased motivation to learn mathematics.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/38069
url https://periodicos.ufmg.br/index.php/edrevista/article/view/38069
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/38069/29684
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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