Contribuições da análise de erros no cálculo de derivadas e integrais para a formação de professores de matemática

Abstract

The objective of this work was to identify, classify and analyze errors of students of a course of Mathematics Degree of the IFPI - Campus Corrente committed in the calculation of derivatives and integrals, as well as to present suggestions for these errors to be worked out by the future teachers Of the Degree in an appropriate way. Through this work, we have the opportunity to discover the main mathematical difficulties faced by the group of students investigated, with respect to the study of contents that involve differential and integral calculus. Thus, the contributions that the analysis of the mistakes made by the students improves the process of formation of the future teachers of Mathematics in Currente. The research is based on Cury (2007), who works with this instrument of evaluation and production of knowledge, that is, the analysis of errors. The questions analyzed are presented in four questionnaires that were applied during the academic period of the institution. With the data obtained, the errors were grouped and categorized, as proposed by Bardin (1979), regarding the content analysis and by Ponte et al. (1997), who affirm the need to categorize errors, thus allowing the adoption of specific procedures for their treatment. The results obtained, in addition to indicating that the students have faced great difficulties in relation to the content studied, show that it is necessary to make possible interventions throughout the training process of these students, in order to inhibit the reproduction of such failures in the future (Classrooms) of the trainees, since the errors can be reproduced during their academic trajectory and, later, their pedagogical practice of the classroom. The analysis of mistakes also reminds teachers of moments of reflection on the teaching methodology adopted, giving these educators an opportunity to adopt them in the daily process of teaching undergraduate courses. It should also be noted that the analysis of errors is a diagnostic tool to guide teachers in their educational profession, not having the power to avoid mistakes, but rather to use them as an opportunity to reconstruct Knowledge.