A dinâmica do processo de ensino e aprendizagem de cálculo I: uma investigação no curso de licenciatura em física da UFSM

Abstract

In higher education, as in basic education, Mathematics is separated from Physics in disciplines, because it is not usually thought of an integrative approach when structuring a curriculum. This fragmentation in the initial formation of physics teachers may lead to the idea that the role of mathematics is solely to subsidize learning in the conceptual field of physics, not evidencing the possible and important articulations in the search for meaningful learning. In this way, the present dissertation investigated the teaching and learning process of Calculus I and proposed reflections to guide the elaboration of a Potentially Significant Teaching Unit of "Derivative" from a more comprehensive - or integrated approach in the context of initial formation of physics teachers. Therefore, a study based on ethnomethodology is proposed, a set of methods that describes, interprets and builds the social world, developed with students and professors of the UFSM Physics course. In this sense, participant observation, records analysis and semi-structured interviews were carried out. It was observed that the classes resemble traditional aspects of teaching, poor performance in solving evaluative questions, difficulties in comprehension, graphic representation, use of textbooks and formal appraisals of learning. The importance of this research is to investigate and recognize existing difficulties, so that it is possible to propose improvements in the teaching and learning process in courses in the area of Sciences.