Experiences of students in calculus 1

Detalhes bibliográficos
Autor(a) principal: Junqueira, Sonia Maria da Silva
Data de Publicação: 2019
Outros Autores: Manrique, Ana Lúcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/23172
Resumo: This article aims to point out possibilities of student experiences in Calculus 1 classes, specifically in relation to Derivative content. The theoretical choices were made around the dialogical relationship and the dimension of experience as fields of subjectivity on which the problem of Calculus 1 is based. A content analysis was elaborated with interpretative and descriptive, through which this study with 186 students of engineering and undergraduate courses, enrolled in a Federal Public University. The collection of data that now stands out occurred in approaches revealing subjective hypotheses identifiable from the reports of the subjects investigated. It was concluded that the experience in Calculus 1 classes has reciprocity senses, in the double-hand action that encompasses objects and subjects of experience; of uniqueness, by the subjectivity and identity of each subject; unpredictability, uncertainties, dangers and possibilities of experience; of temporality, since it ignores the recognition of times and spaces distinct from the subjects of experience. The subjects investigated reveal apparently contradictories, which, however, denoted complementarities. The students demonstrate emotions, feelings, torment, were incipients, revealing marks of experiences that are consolidated in the relation that is established in Calculus 1 classes.
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spelling Experiences of students in calculus 1Experiencias de alumnos en cálculo 1Expériences des étudiants en calcul 1Experiências de estudantes em cálculo 1ExperiênciaRelação dialógicaEstudantes de Cálculo 1ExpérienceRelation de dialogueEtudiants de Calcul 1ExperienciaRelación dialógicaEstudiantes de Cálculo 1ExperienceDialogical RelationCalculus 1 studentsThis article aims to point out possibilities of student experiences in Calculus 1 classes, specifically in relation to Derivative content. The theoretical choices were made around the dialogical relationship and the dimension of experience as fields of subjectivity on which the problem of Calculus 1 is based. A content analysis was elaborated with interpretative and descriptive, through which this study with 186 students of engineering and undergraduate courses, enrolled in a Federal Public University. The collection of data that now stands out occurred in approaches revealing subjective hypotheses identifiable from the reports of the subjects investigated. It was concluded that the experience in Calculus 1 classes has reciprocity senses, in the double-hand action that encompasses objects and subjects of experience; of uniqueness, by the subjectivity and identity of each subject; unpredictability, uncertainties, dangers and possibilities of experience; of temporality, since it ignores the recognition of times and spaces distinct from the subjects of experience. The subjects investigated reveal apparently contradictories, which, however, denoted complementarities. The students demonstrate emotions, feelings, torment, were incipients, revealing marks of experiences that are consolidated in the relation that is established in Calculus 1 classes.Este artículo tiene como objetivo apuntar posibilidades de experiencias de estudiantes en clases de Cálculo 1, específicamente en relación al contenido Derivada. Las elecciones teóricas fueron conducidas en torno a la relación dialógica y de la dimensión de la experiencia, como campos de subjetividades en las que se asienta la problemática del Cálculo 1. Delineado un análisis de contenido con aspectos interpretativos y descriptivos, por medio de los cuales se constituyó éste estudio junto a 186 estudiantes de cursos de Ingenierías y Licenciaturas, matriculados en una Universidad Pública Federal. La recolección de datos que se destaca se ha producido en enfoques reveladores de hipótesis subjetivas identificables a partir de los relatos de los sujetos investigados. Se concluyó que la experiencia en clases de Cálculo 1 tiene sentidos de reciprocidad, en la acción de doble mano que engloba contenidos y sujetos de la experiencia; de unicidad, por la subjetividad e identidad de cada sujeto; de imprevisibilidad, de incertidumbres, peligros y posibilidades de experiencia; de temporalidad, pues prescinde el reconocimiento de tiempos y espacios distintos a los sujetos de la experiencia. Los sujetos investigados dejaron transparentes aspectos aparentemente contradictorios, que, sin embargo, denotaron complementariedades. Los estudiantes revelaron emociones, sentimientos, angustias, se mostraron incipientes, revelando marcas de las experiencias que se consolidan en la relación que se establece en las clases de Cálculo 1Cet article a pour but de mettre en évidence les possibilités d’expérience des élèves dans les cours de calcul 1, en particulier en ce qui concerne le contenu dérivé. Les choix théoriques ont été faits autour de la relation dialogique et de la dimension de l'expérience en tant que champs de subjectivité sur lesquels est basé le problème du calcul 1. Une analyse de contenu a été élaborée avec les aspects interprétatif et descriptif étudier avec 186 étudiants en ingénierie et de premier cycle, inscrits dans une université publique fédérale. La collecte de données qui se dégage maintenant a été effectuée dans le cadre d'approches révélant des hypothèses subjectives identifiables à partir des rapports des sujets étudiés. Il a été conclu que l'expérience dans les classes de calcul 1 avait des sens de réciprocité, dans l'action à double main qui englobe le contenu et les sujets de l'expérience; de l'unicité, par la subjectivité et l'identité de chaque sujet; imprévisibilité, incertitudes, dangers et possibilités d’expérience; temporalité, car elle ignore la reconnaissance de temps et d’espaces distincts des sujets de l’expérience. Les sujets étudiés ont révélé des aspects apparemment contradictoires, qui dénotaient toutefois des complémentarités. Les élèves ont révélé des émotions, des sentiments, des angoisses, ils étaient naissants, révélant des marques d’expériences consolidées dans la relation établie dans les classes de calcul 1Este artigo tem como objetivo apontar possibilidades de experiências de estudantes em aulas de Cálculo 1, especificamente em relação ao conteúdo Derivada. As escolhas teóricas foram conduzidas em torno da relação dialógica e da dimensão da experiência como campos de subjetividades no qual se assenta a problemática do Cálculo 1. Delineou-se uma análise de conteúdo com aspectos interpretativos e descritivos por meio dos quais se constituiu este estudo junto a 186 estudantes de cursos de Engenharias e Licenciaturas matriculados em uma Universidade Pública Federal. A coleta de dados que ora se destaca ocorreu em abordagens reveladoras de hipóteses subjetivas identificáveis a partir dos relatos dos sujeitos investigados. Concluiu-se que a experiência em aulas de Cálculo 1 tem sentidos de reciprocidade na ação de mão dupla que engloba conteúdos e sujeitos da experiência; de unicidade, pela subjetividade e identidade de cada sujeito; de imprevisibilidade, pelas incertezas, perigos e possibilidades da experiência; de temporalidade, pois prescinde o reconhecimento de tempos e espaços distintos aos sujeitos da experiência. Os sujeitos investigados deixaram transparecer aspectos aparentemente contraditórios que, todavia, denotaram complementaridades. Os estudantes revelaram emoções, sentimentos, angústias, mostraram-se incipientes, revelando marcas das experiências que se consolidam na relação que se estabelece em aulas de Cálculo 1.Faculdade de Educação - Universidade de Brasília2019-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2317210.26512/lc.v25.2019.23172Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23172Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23172Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e231721981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/23172/21588https://periodicos.unb.br/index.php/linhascriticas/article/view/23172/31790Copyright (c) 2019 Revista Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessJunqueira, Sonia Maria da SilvaManrique, Ana Lúcia2022-02-08T21:55:21Zoai:ojs.pkp.sfu.ca:article/23172Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-08T21:55:21Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Experiences of students in calculus 1
Experiencias de alumnos en cálculo 1
Expériences des étudiants en calcul 1
Experiências de estudantes em cálculo 1
title Experiences of students in calculus 1
spellingShingle Experiences of students in calculus 1
Junqueira, Sonia Maria da Silva
Experiência
Relação dialógica
Estudantes de Cálculo 1
Expérience
Relation de dialogue
Etudiants de Calcul 1
Experiencia
Relación dialógica
Estudiantes de Cálculo 1
Experience
Dialogical Relation
Calculus 1 students
title_short Experiences of students in calculus 1
title_full Experiences of students in calculus 1
title_fullStr Experiences of students in calculus 1
title_full_unstemmed Experiences of students in calculus 1
title_sort Experiences of students in calculus 1
author Junqueira, Sonia Maria da Silva
author_facet Junqueira, Sonia Maria da Silva
Manrique, Ana Lúcia
author_role author
author2 Manrique, Ana Lúcia
author2_role author
dc.contributor.author.fl_str_mv Junqueira, Sonia Maria da Silva
Manrique, Ana Lúcia
dc.subject.por.fl_str_mv Experiência
Relação dialógica
Estudantes de Cálculo 1
Expérience
Relation de dialogue
Etudiants de Calcul 1
Experiencia
Relación dialógica
Estudiantes de Cálculo 1
Experience
Dialogical Relation
Calculus 1 students
topic Experiência
Relação dialógica
Estudantes de Cálculo 1
Expérience
Relation de dialogue
Etudiants de Calcul 1
Experiencia
Relación dialógica
Estudiantes de Cálculo 1
Experience
Dialogical Relation
Calculus 1 students
description This article aims to point out possibilities of student experiences in Calculus 1 classes, specifically in relation to Derivative content. The theoretical choices were made around the dialogical relationship and the dimension of experience as fields of subjectivity on which the problem of Calculus 1 is based. A content analysis was elaborated with interpretative and descriptive, through which this study with 186 students of engineering and undergraduate courses, enrolled in a Federal Public University. The collection of data that now stands out occurred in approaches revealing subjective hypotheses identifiable from the reports of the subjects investigated. It was concluded that the experience in Calculus 1 classes has reciprocity senses, in the double-hand action that encompasses objects and subjects of experience; of uniqueness, by the subjectivity and identity of each subject; unpredictability, uncertainties, dangers and possibilities of experience; of temporality, since it ignores the recognition of times and spaces distinct from the subjects of experience. The subjects investigated reveal apparently contradictories, which, however, denoted complementarities. The students demonstrate emotions, feelings, torment, were incipients, revealing marks of experiences that are consolidated in the relation that is established in Calculus 1 classes.
publishDate 2019
dc.date.none.fl_str_mv 2019-02-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/23172
10.26512/lc.v25.2019.23172
url https://periodicos.unb.br/index.php/linhascriticas/article/view/23172
identifier_str_mv 10.26512/lc.v25.2019.23172
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/23172/21588
https://periodicos.unb.br/index.php/linhascriticas/article/view/23172/31790
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23172
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23172
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23172
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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