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Abstract(s)
O presente estudo buscou identificar aspetos da estrutura cognitiva dos alunos dos cursos tecnólogos em Gestão de Cooperativas e Agroindústria, tais como, lacunas de conhecimentos matemáticos e consequências na aprendizagem de conceitos de Custos, através de uma perspectiva que vai da alfabetização matemática e suas conexões até à aprendizagem de conceitos de análise de custos, bem como identificar aspetos de afetividade para as questões relacionadas com o conhecimento dessas áreas. A partir disso analisar os erros encontrados nos cálculos relacionando com as lacunas encontradas. Buscando também evidências da contribuição do projeto de ensino “Saboreando Contabilidade, Custos e Matemática” utilizado como um dos recursos didáticos de apoio ao processo de ensino e de aprendizagem. E, por último procurou-se identificar inter-relações entre as lacunas encontradas na disciplina de Análise de Custos, a alfabetização matemática e as contribuições do projeto para ultrapassarem essas lacunas. A metodologia utilizada na investigação assume uma abordagem qualitativa, com características de estudo de caso, por permitir analisar e apreciar com profundidade os impactos e as possibilidades da problemática e suas implicações no processo, por meio de uma perspectiva de avaliação formativa. Os dados foram tratados e analisados por meio de uma análise interpretativa. Os resultados apontam lacunas nos estudantes em termos de alfabetização matemática que implicam erros na apuração dos custos, assim como mostraram que as atividades interdisciplinares do projeto auxiliaram os estudantes na significação e ressignificação da matemática, com evidências de aprendizagem significativa. A utilização do projeto ajudou os estudantes a ultrapassar grande parte das dificuldades encontradas, permitiu que associassem a teoria à prática, que as aulas fossem atraentes e o despertar para uma visão empreendedora.
The present study of case aimed identify aspects of the cognitive structure of students from technological courses in Management of Cooperatives and Agroindustry, such as mathematical knowledge gaps and consequences on the learning of cost concepts, as well as to identify aspects of affectivity, for issues related to the knowledge of these areas. From this, analyze the errors found in the calculations, relating to the gaps found. Also looking for evidence of contribution from the teaching project “Savoring Accounting, Costs and Mathematics” used as a strategy to support the teaching and learning process, which means, one of the didactic resources used. For the end, was tried to look for the interrelationships between the gaps found and the project's contributions. The problem approach methodology was a case study, which allows analyzing and appreciating deeply the impacts and possibilities of the problem and its implications in the process, through a formative evaluation perspective. The data were treated and analyzed through an interpretative analysis. The results indicate the presence of gaps ranging from literacy to mathematical literacy, impacting on costs calculation. In addition, the results showed that the interdisciplinary activities of the project helped students in the meaning and resignification of mathematics, with evidence of significant learning. As well as to assisting the students in facing difficulties, permanence decisions and start to have an entrepreneurial vision.
The present study of case aimed identify aspects of the cognitive structure of students from technological courses in Management of Cooperatives and Agroindustry, such as mathematical knowledge gaps and consequences on the learning of cost concepts, as well as to identify aspects of affectivity, for issues related to the knowledge of these areas. From this, analyze the errors found in the calculations, relating to the gaps found. Also looking for evidence of contribution from the teaching project “Savoring Accounting, Costs and Mathematics” used as a strategy to support the teaching and learning process, which means, one of the didactic resources used. For the end, was tried to look for the interrelationships between the gaps found and the project's contributions. The problem approach methodology was a case study, which allows analyzing and appreciating deeply the impacts and possibilities of the problem and its implications in the process, through a formative evaluation perspective. The data were treated and analyzed through an interpretative analysis. The results indicate the presence of gaps ranging from literacy to mathematical literacy, impacting on costs calculation. In addition, the results showed that the interdisciplinary activities of the project helped students in the meaning and resignification of mathematics, with evidence of significant learning. As well as to assisting the students in facing difficulties, permanence decisions and start to have an entrepreneurial vision.
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Keywords
Matemática Custos Interdisciplinariedade Projeto Aprendizagem ativa