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Publication
Atribuições causais de alunos do 9ºano de escolaridade face ao (in)sucesso a matemática
Advisor(s)
Abstract(s)
O insucesso escolar na matemática é um tema sempre actual no sistema de
educação português.
Na sociedade, pais, professores e alunos, questionam-se acerca das causas de uma
elevada taxa de insucesso a matemática.
É um tema que tem vindo a despertar um crescente interesse na investigação em
Educação. Posto isto, é necessário compreender as causas deste insucesso.
Esta investigação pretende analisar as atribuições causais dos alunos do 9ºano face
ao (in)sucesso a matemática. Serão estas causas semelhantes consoante o estatuto escolar
do aluno? Serão semelhantes às causas atribuídas pelos professores?
Para analisar estas questões elaborámos um questionário com o objectivo de
analisar as atribuições causais dos alunos face ao (in)sucesso a matemática, a fim de os
alunos do 9ºano de escolaridade responderam, e posteriormente analisar detalhadamente
os resultados. Verificámos que, as atribuições causais variam para o sucesso e insucesso
escolar, e que, relativamente á opinião de professores e alunos também ficou demonstrado
que há diferenças nas causas atribuídas pelos diferentes actores. Por fim, quanto ao
estatuto escolar, evidenciou-se diferenças significativas para as atribuições face ao
insucesso, ou seja, os alunos com sucesso e insucesso a matemática têm opiniões
diferentes acerca das causas do insucesso na disciplina, mas em contrapartida face ao
sucesso os alunos convergem as suas opiniões.
Posto isto, pode-se depreender onde se encontram as lacunas e lançar bases para
poder intervir junto dos alunos e professores futuramente, de modo a aumentar a taxa de
sucesso na matemática.
Educational unsuccess in Maths is a continuous current issue in the Portuguese educational system. In society, parents, teachers and students question themselves about the causes of a high rate of unsuccess in Maths. It’s a theme that has been exciting a growing interest in research in Education. For that reason, it is necessary to understand the causes of such unsuccess. This research endeavours to analyse the causal attributions of 9th grade students towards (un)success in Maths. Are these causes similar according to the student’s school status? Are them similar to the causes attributed by teachers? In order to analyse these issues, we made a questionnaire which was answered by 9th grade students with the objective of analyse the students’ causal attributions towards (un)success in Maths. The results were afterwards analysed in detail. We were able to conclude that the causal attributions vary regarding educational success and unsuccess and that, in students and teachers’ opinions, there are differences in causes stated by the different roles. Finally, concerning school status, we found significant differences in attributions face unsuccess, that is, students with success and unsuccess in Maths have different opinions regarding the causes of the unsuccess at that subject. On the contrary, students converge their opinions concerning success. Therefore, we can infer where these gaps occur and to cast the bases that will allow us to act among students and teachers in the future so that we may increase the rate of success in Maths.
Educational unsuccess in Maths is a continuous current issue in the Portuguese educational system. In society, parents, teachers and students question themselves about the causes of a high rate of unsuccess in Maths. It’s a theme that has been exciting a growing interest in research in Education. For that reason, it is necessary to understand the causes of such unsuccess. This research endeavours to analyse the causal attributions of 9th grade students towards (un)success in Maths. Are these causes similar according to the student’s school status? Are them similar to the causes attributed by teachers? In order to analyse these issues, we made a questionnaire which was answered by 9th grade students with the objective of analyse the students’ causal attributions towards (un)success in Maths. The results were afterwards analysed in detail. We were able to conclude that the causal attributions vary regarding educational success and unsuccess and that, in students and teachers’ opinions, there are differences in causes stated by the different roles. Finally, concerning school status, we found significant differences in attributions face unsuccess, that is, students with success and unsuccess in Maths have different opinions regarding the causes of the unsuccess at that subject. On the contrary, students converge their opinions concerning success. Therefore, we can infer where these gaps occur and to cast the bases that will allow us to act among students and teachers in the future so that we may increase the rate of success in Maths.
Description
Dissertação de Mestrado apresentada no Instituto Superior de Psicologia
Aplicada para obtenção de grau de Mestre na
especialidade de Psicologia Educacional
Keywords
Atribuições causais Insucesso Sucesso Matemática Causal attributions Unsuccess Success Maths