O cálculo mental na escola primária: uma pesquisa socio-psicométrica nos estabelecimentos educativos públicos das Antilhas francesas
DOI:
https://doi.org/10.14244/reveduc.v18i1.6956Palavras-chave:
Aprendizagem, Contexto cultural, Ensino de matemáticaResumo
Vários trabalhos de pesquisa têm sugerido que, em alguns contextos pós-coloniais (como a França ultramarina), o baixo desempenho dos alunos no campo da matemática está relacionado às representações mentais negativas associadas a esse campo do conhecimento, produzidas por preconceitos e estereótipos herdados do passado colonial. Seguindo esta hipótese, este artigo apresenta os resultados de um estudo realizado nas Antilhas Francesas com 2.710 alunos de escolas primárias públicas da Martinica, utilizando o Teste Mathematical School Readiness (Prontidão Escolar Matemática) associado a uma pesquisa sociológica sobre as representações mentais sobre a matemática, na qual participaram 86 crianças. Os resultados obtidos confirmam o baixo desempenho dos alunos da Martinica e permitem identificar arestas de análise que permitiriam imaginar estratégias de ensino mais contextualizadas e eficazes.
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