Students’ Belief About Mathematics Through Metaphor

Roselyn Villa

doi:10.48017/dj.v11i1.3492

Autores

Roselyn Villa Universidade Estadual Don Mariano Marcos Memorial, La Union, Filipinas

DOI:

https://doi.org/10.48017/dj.v11i1.3492

Palavras-chave:

estudo qualitativo, metáfora, crenças epistemológicas, abordagem fenomenológica

Resumo

Este estudo explorou como alunos do ensino fundamental II em Abra, Filipinas, conceituam a matemática por meio de metáforas, revelando uma progressão no desenvolvimento de suas crenças matemáticas. Os pesquisadores empregaram uma abordagem qualitativa e fenomenológica, analisando metáforas visuais e escritas de 20 alunos do 7º ao 10º ano. Os alunos foram incentivados a desenhar e refletir sobre o significado da matemática para eles, gerando uma ampla gama de metáforas. A análise revelou seis categorias temáticas de metáforas: matemática como jornada, vida, ferramenta, valor, história e objeto tangível. Os alunos mais jovens (7º ano) usaram comumente metáforas lúdicas e experienciais, como jogo e aventura, indicando uma visão da matemática orientada pela identidade. Os alunos do 8º ano introduziram metáforas abstratas e funcionais, como sonho e calculadora, refletindo um pensamento de transição. No 9º ano, os alunos tenderam a usar metáforas concretas, baseadas em objetos, como régua e pirâmide, denotando uma compreensão aplicada. Os alunos do 10º ano expressaram metáforas mais simbólicas e reflexivas, como rio, troféu e Grécia Antiga, sugerindo maior maturidade conceitual e consciência cultural. A metáfora recorrente da vida em todos os níveis de escolaridade sinalizou a percepção dos alunos sobre a matemática como essencial e sempre presente. Essas escolhas de metáforas destacam como a idade, a experiência e o desenvolvimento cognitivo moldam as crenças epistemológicas dos alunos sobre matemática. Os resultados sugerem que as metáforas são ferramentas cognitivas poderosas, proporcionando insights sobre as identidades e experiências matemáticas dos aprendizes. Os educadores podem usar esses insights para fundamentar estratégias de ensino mais responsivas e adequadas ao desenvolvimento.

Biografia do Autor

Roselyn Villa, Universidade Estadual Don Mariano Marcos Memorial, La Union, Filipinas

0009-0008-6967-6515; Universidade Estadual Don Mariano Marcos Memorial, La Union, Filipinas.
rvilla9575@student.dmmmsu.edu.ph

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