(Re) thinking discipline calculation: an analysis from the student conception about the previous knowledge needed

• Autor(a) principal: Menezes , Daiane
• Data de Publicação: 2020
• Outros Autores: Tedesco, Anderson Luiz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Sergipana de Matemática e Educação Matemática
• Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/13529

This research is about reflecting on the failure rates in the Calculus I discipline at the Chapecó Region Community University based on the Theory of Meaningful Learning. The objective is to understand the reasons for the high failure rate, investigating the possibility of students' lack of prior knowledge, constituting a relevant factor that justifies failure in the discipline, and seeking other possible reasons that contribute to failure. . Following is a bibliographic methodological design, especially in David Ausubel. We used the field research, through questionnaire application, to investigate the theme. We conclude that the high failure rates in the discipline are justified by the lack of previous knowledge referenced in the Theory of Meaningful Learning. Also evident as contributing reasons for disapproval: the difficulty in reconciling work with studies, the evaluation criteria and the teaching methodology of the discipline. Keywords: Disapproval. Meaningful Learning Theory. Calculation. Curriculum.