Os comportamentos de promoção da criatividade e a inteligência emocional dos professores como preditores do desempenho dos estudantes em geometria circular
DOI:
https://doi.org/10.17979/reipe.2024.11.2.10810Palavras-chave:
criatividade, inteligência emocional, desempenho em matemática, estudantes adolescentes, metodologia de surveyResumo
Esta investigação analisa a forma como os comportamentos de promoção da criatividade e a inteligência emocional dos professores podem prever o desempenho dos estudantes em geometria circular. O estudo foi orientado por duas questões de investigação e duas hipóteses, utilizando uma metodologia de survey. A população inicial foi constituída por um total de 2056 pessoas, e foi utilizado um processo de amostragem em múltiplas etapas para obter uma amostra de 384 inquiridos, do género feminino e masculino: 336 estudantes com idades compreendidas entre os 15 e os 19 anos e 48 professores com idades compreendidas entre os 35 e os 58 anos. Para a recolha de dados, foram utilizadas a Escala de Promoção da Criatividade do Professor (TCFBS), a Escala de Inteligência Emocional do Professor (TEIS) e o Teste de Desempenho em Geometria Circular (CGPT). Na análise estatística dos dados, realizaram-se correlações e análises de variância. Verificou-se que os comportamentos de promoção da criatividade dos professores explicaram 58% do desempenho dos alunos em geometria circular, enquanto a inteligência emocional dos professores explicou 41%. Estes resultados sublinham a importância de promover estratégias criativas de resolução de problemas e de conceber tarefas adaptadas aos pontos fortes individuais dos estudantes.
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