Metodologias ativas e os impactos das diferentes estratégias empregadas no ensino de Cálculo I nas engenharias: um estudo comparativo Brasil França

Abstract

High dropout and failure rates in Engineering programs have become a concern for educators worldwide. Some scholars argue that active learning methodologies improve the teaching and learning process and, consequently, contribute to reducing these rates. In this context, this study aims to evaluate aspects related to the use of active learning methodologies in the teaching of Differential and Integral Calculus I (DIC I) in Engineering programs in Brazil and France. To achieve this objective, a Systematic Literature Review (SLR) was conducted to understand how active learning methodologies have been applied in Mathematics education within Engineering programs. The findings extend beyond dropout and failure indicators, revealing cognitive, social, and emotional benefits depending on the approach adopted and the analyses performed by the authors. According to its procedures, the present study is classified as Action Research. The first, exploratory stage consisted of classroom observations in Travaux Dirigés classes at Université Claude Bernard Lyon 1 (Lyon 1), France, and in Differential and Integral Calculus I classes at the Federal University of Technology - Paraná (UTFPR), Pato Branco campus, Brazil. Participating professors and students completed questionnaires during this exploratory stage in order to identify the teaching methodologies employed.The second stage, planning, involved the design of four instructional interventions for teaching DIC I based on active learning methodologies. The third stage, implementation, consisted of applying these interventions in both institutions. Subsequently, students completed a new questionnaire to assess their perceptions regarding the contribution of the activities to learning and their level of satisfaction with the proposed interventions. Finally, the fourth stage involved data analysis and synthesis of results. Responses from students and professors were subjected to descriptive statistical analysis, including the calculation of absolute and relative frequencies, and the nonparametric Mann-Whitney test was applied. The results indicate that the teaching dynamics of French professors are characterized by the following sequence: students ask questions, professors provide answers, students work individually, and professors provide individualized assistance. In contrast, Brazilian professors predominantly conduct classes in which students work individually, receive individualized assistance, attend lecture-based classes, ask questions, and receive responses from the professor. The study also shows that students share similar perceptions with their professors regarding the teaching methodologies employed in class. For French professors, the activities considered most important for learning are those in which students remain passive or work individually. For Brazilian professors, the most important activities are those in which students are actively engaged in the learning process. Students in both countries reported being accustomed to individualized learning environments in which they ask questions and receive answers from the teacher. Student satisfaction with the teaching methodology was also examined before and after the instructional interventions. Although satisfaction with active learning methodologies was neither predominant nor statistically significant, students perceived their usefulness for contextualizing realworld problems, developing interpersonal skills, and enhancing conceptual understanding.