Desenvolvendo a autorregulação da aprendizagem matemática por meio de ciclos de aprendizagem orientados: uma intervenção no ensino de limites no contexto do ensino superior

Abstract

The issue of academic failure among students at various levels of learning, especially in the context of mathematics education, is a widely discussed topic in various educational spheres. In this regard, recent research has shown a positive correlation between Self-Regulated Learning (SRL) and academic performance. Given the scenario of low proficiency in mathematics subjects at the higher education level, particularly in the early semesters, and envisioning possibilities to alleviate this situation through SRL, the present research was driven by the following question: How do guided learning cycles, according to Zimmerman’s (1998) conceptions of self-regulated learning and Bandura’s (2008, 2010) theory of self-efficacy, contribute to the development of mathematical self-regulation in first-semester Mechanical Engineering students, specifically in learning the content of limits? The research was conducted in a Differential Calculus class at the Federal University of Paraná. Data analysis was primarily qualitative, although some quantitative analyses were also considered. For this purpose, some Differential Calculus classes were conducted by the researcher to teach the entire theory of limits through three guided learning cycles. These cycles included in-person sessions during regular class hours and remote sessions held outside of class hours, at times more suited to each student's specific needs and routines. The study supported the hypothesis that teaching the content of limits through learning cycles would improve the self-regulatory process and significantly enhance the academic performance of the participating students. Indeed, through qualitative analysis of the collected data and results from the EEAMU scale, it was observed that the level of use of learning strategies increased and students exhibited more self-regulated behaviors. Several students adopted a more proactive approach to their learning process, being able to plan study strategies to achieve their goals, indicating positive results in the development of SRL, particularly in the aspect of Mathematical Self-Regulated Learning (MSRL).