Monitoria em Cálculo I: uma proposta de otimização do design didático-pedagógico com base em evidências

Abstract

The research aimed to investigate the Monitoring in Differential and Integral Calculus I at the Federal University of Amazonas (UFAM) and to elaborate a proposal with an optimized methodological design for this activity based on empirical evidence and good practices. The case study had a mixed approach with a qualitative emphasis using the Classical Theory of Tests and Bardin's Content Analysis. The instruments used in the investigation were the Pre-Calculus Knowledge Exam (ECP) and questionnaires. A pilot test was carried out with 13 students to adjust the instrument, applied to the information systems course at IFMA. After this stage, the test was applied to 101 students at UFAM. Then, questionnaires were applied with 6 Calculus I monitors, 3 teachers and 32 students. administered in the Calculus I discipline in the 2021-1 semester. In the empirical phase at UFAM, it was observed that 86.4% of the students were unable to get 50% of the total ECP score right. According to the taxonomy of the test and the items with the highest incidence of errors, the greatest difficulties presented in the test were: interpretation of graphs, tables and formulas; behavior of functions; composition of functions; interpretation of restriction and domain of functions and interpretation of meaning of inverse function. The analysis of these results obtained good consistency (α = 0.787). After completing the questionnaires, reports collected by students showed that monitoring helps students both in performance in the discipline and in assessments, with 79% of respondents highlighting these benefits, data that converge with the opinion of monitors (67% and 17%, respectively). However, monitoring presents a structure that needs adjustments. Suggestions made by respondents include compatible schedules (28%), better disclosure (28%), monitoring for all students, not just those in a single class (12%) and providing a room for monitoring (12%). All these reports were considered when building an optimization of the observed Calculus monitoring design. Faced with reports presented by the monitors about the challenges of monitoring, such as the difficulties presented by the students, such as weak basic mathematics (100%), in addition to the students' signaling (14%) of small conflicts in the student x monitor relationship and the results of the ECP, a Guide of Pedagogical Guidelines for Monitoring Calculus I was created, with a view to helping monitors and teachers of the discipline.