Evasão ou persistência? uma reflexão inicial a partir da disciplina de cálculo diferencial e integral na formação de professores de matemática no ICE/UFAM

Abstract

This research emerged from the researcher's experiences and discussions in the research group of the Laboratory of Practices in Science Teaching (LAPENC), allowing an in-depth analysis of the teaching of the subject of Differential and Integral Calculus in the undergraduate course in Mathematics. The main objective was to understand the possible reasons for the reduction in retention in Differential and Integral Calculus and its influence on the persistence of students in the undergraduate course in Mathematics at the Institute of Exact Sciences (ICE/UFAM) and on the reduction of dropout in higher education. To this end, we adopted a qualitative approach, involving documentary analysis (PDI, PPI, PPC, among others), questionnaires and semi-structured interviews with students, professors of the subject and course coordinators. Data analysis solidifies Content Analysis (CA), structured in three stages: pre-analysis, exploration of the material and data treatment. The results showed that some of the main barriers faced by students include insufficient prior knowledge in basic mathematics, difficulty in balancing work and study, and, in some cases, the teaching methodology adopted by teachers in the classroom. These factors directly affect academic performance in the Calculus I discipline and, consequently, university persistence in the course. In addition, the study revealed that factors such as a good relationship with teachers, academic and social support from peers, participation in group study activities, tutoring and tutoring, strengthen the sense of belonging, positively influence academic performance and student retention. Other relevant aspects that have a significant impact on university persistence include emotional support from friends and family, psychosocial support, university infrastructure and institutional resources, motivation to overcome challenges, undergraduates' perception of the course curriculum, and academic engagement within the university community. These elements can be decisive for students' persistence or lead them to consider dropping out. The findings reinforce Vincent Tinto's theories on university persistence, highlighting the importance of social and academic integration within the educational institution. This research brings relevant contributions to Mathematics Education by deepening the understanding of the challenges faced by students in the Calculus I discipline and its impact on their retention in the Mathematics undergraduate course. The findings highlight the need for curricular reformulation, the expansion of pre-calculus disciplines, teacher training for the use of active methodologies, the expansion of tutoring and monitoring programs, and the strengthening of institutional policies for academic, social, and emotional support. By dialoguing with Vincent Tinto's theories of university persistence, the study highlights the importance of academic and social integration for student retention, offering support for actions that can reduce dropout and retention rates and thus improve the training of future Mathematics teachers. In addition, this study points to directions for future research on teaching methodologies, student performance, the impacts of the COVID-19 pandemic on academic trajectory, and the role of emotional support in university persistence.