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Publication
“Motivação para a Matemática e a sua relação com o Género, Ano de Escolaridade, Desempenho, Clima de Sala de Aula, em Alunos do Secundário ”
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Advisor(s)
Abstract(s)
Este estudo teve como objectivo analisar a relação entre a motivação para a
matemática, género, ano de escolaridade, desempenho e clima de sala de aula em alunos do
ensino secundário.
Este estudo foi desenvolvido com 297 participantes que frequentavam o 10º (103), 11º
(136) e 12º (58) ano de escolaridade, dos quais 140 pertenciam ao género masculino e 157 ao
género feminino.
Para analisar os níveis motivacionais utilizámos a Escala “Eu e a Matemática” e de
forma a avaliarmos a percepção dos alunos sobre o clima de sala de aula, utilizámos a Escala
“Na Sala de Aula de Matemática”.
As hipóteses colocadas neste estudo foram verificadas estatisticamente.
Os resultados apontam para diferenças entre o género e motivação para a matemática.
Constatando-se que os rapazes apresentam valores superiores na motivação para a matemática
do que as raparigas. Verifica-se ainda que os alunos com melhor desempenho em matemática
apresentam níveis motivacionais mais elevados.
Verificámos também a existência de correlações positivas e fortes entre motivação
para a matemática e o suporte que o professor dá aos alunos e também correlações fortes e
positivas entre motivação e as atitudes em relação à matemática.
ABSTRACT: The objective of this study was analyse the relationship between the motivation for mathematics, gender, school’s year, performance and classroom context in students in secondary education. This study was developed with 297 participants who (58) year of school. From those, 140 belong to male gender and 157 to feminine gender. The Scale “Me and Mathematics” was utilized to analyse the motivational levels and the Scale “In the Mathematic Classroom” was utilized to evaluate the perception of students about classroom context. All hypothesis used in this study were statistical verified. The results show for differences between gender and motivation to mathematics, with males showing higher values than females in the motivation for mathematics. It was also noted that students with better performance in mathematics had higher motivational levels. We also verified the there is a positive and strong correlation between the motivation mathematics and the support given by the teacher to the students as well as a strong and positive correlation between motivation and the attitudes in relation to mathematics.
ABSTRACT: The objective of this study was analyse the relationship between the motivation for mathematics, gender, school’s year, performance and classroom context in students in secondary education. This study was developed with 297 participants who (58) year of school. From those, 140 belong to male gender and 157 to feminine gender. The Scale “Me and Mathematics” was utilized to analyse the motivational levels and the Scale “In the Mathematic Classroom” was utilized to evaluate the perception of students about classroom context. All hypothesis used in this study were statistical verified. The results show for differences between gender and motivation to mathematics, with males showing higher values than females in the motivation for mathematics. It was also noted that students with better performance in mathematics had higher motivational levels. We also verified the there is a positive and strong correlation between the motivation mathematics and the support given by the teacher to the students as well as a strong and positive correlation between motivation and the attitudes in relation to mathematics.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Motivação Matemática Clima de sala de aula Motivation Mathematic Classroom context