Communication and collaboration as gateways to creativity in teaching calculus 1
DOI:
https://doi.org/10.23925/2358-4122.68316Keywords:
collaboration, communication, creative potential, teacherAbstract
This paper presents a set of reflections on the importance of collaboration and communication for the development of the creative potential. The purpose is to reflect on how the climate of communication established in the classroom may or may not contribute for the generation of novelties in teaching and learning mathematics, within the scope of Calculus 1. Assuming that communication already constitutes a creative contribution, the research was based on observation of classes, aiming to registering teaching styles and the interaction between teachers and students; and interviews with teachers, aiming to obtaining more data about their individual and team performance. As a result, we highlight the role of teachers in encouraging students to continually expose their doubts. Thus, they have the opportunity to improve their communicative skills, which can potentially enhance learning and creativity.
References
BARUAH, Jonali; PAULUS, Paul. Collaborative creativity and innovation in education. In: MULLEN, Carol (Ed.). Creativity Under Duress in Education? Cham: Springer, 2019. p. 155-177.
BEGHETTO, Ronald. A new horizon for possibility thinking: A conceptual case study of human x AI collaboration. Possibility Studies & Society, [S.l.], v. 0, n. 0, 2023. DOI: https://doi.org/10.1177/27538699231160136. Acesso em: 01 maio 2023.
BEGHETTO, Ronald; MADISON, Ed. Accepting the challenge: helping schools get smarter about supporting students’ creative collaboration and communication in a changing world. Journal of Intelligence, [S.l.], v. 10, p. 80, 2022. DOI: https://doi.org/10.3390/jintelligence10040080. Acesso em: 01 maio 2023.
BORUCHOVITCH, Evely. Escala de motivação para aprender de universitários (EMA-U): propriedades psicométricas. Avaliação psicológica, São Paulo, v. 7, n. 2, p. 127-134, 2008b. Recuperado de: http://pepsic.bvsalud.org/scielo.php?pid=S1677-04712008000200003&script=sci_abstract.
BRAUN, Virginia; CLARKE, Victoria. Using thematic analysis in psychology. Qualitative Research in Psychology, v. 3, n. 2, p. 77-101, 2006. Disponível em: http://eprints.uwe.ac.uk/11735.
CARVALHO, Alexandre Tolentino; GONTIJO, Cleyton Hércules. Discursos em interações comunicativas em aulas de matemática e o desenvolvimento da criatividade compartilhada. Quadrante, Lisboa, v. 29, n. 2, p. 109-131, 2020. DOI: https://doi.org/10.48489/quadrante.22573.
CORAZZA, Giovanni Emanuele. Dynamic Creative Process. In: RUNCO, Mark; PRITZKER, Steven. (Eds.). Encyclopedia of Creativity. 3rd ed. Vol. 1. Elsevier, Academic Press, 2020. p. 400-405.
CUBAN, Larry. How teachers taught, constancy and change in American classrooms, 1890–1990. 2. ed. New York: Teachers College Press, 2017.
DUL, Jan. The physical environment and creativity. In: KAUFMAN, James; STERNBERG, Robert (Eds.). Cambridge handbook of creativity. 2. ed. New York: Cambridge University Press, 2019. p. 481-509.
ETELAPELTO, Anneli; LAHTI, Jaana. The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, [S.l.], v. 3, n. 3, p. 226-240, 2008.
GLĂVEANU, Vlad; LUBART, Todd; BONNARDEL, Nathalie; BOTELLA, Marion; DE BIAISI, Pierre-Marc; DESAINTE-CATHERINE, Myriam; GEORGSDOTTIR, Asta; GUILLOU, Katell; KURTAG, Gyorgy; MOUCHIROUD, Christophe; STORME, Martin; WOJTCZUK, Alicja; ZENASNI, Franck. Creativity as action: Findings from five creative domains. Frontiers in Psychology, [S.l.], v. 4, p. Artigo 176, 2013. DOI: https://doi.org/10.3389/fpsyg.2013.00176.
GOMA, Jane Lopes de Sousa; MANRIQUE, Ana Lúcia; MARTINHO, Maria Helana. A comunicação matemática escrita de futuras professoras dos anos iniciais do Ensino Fundamental envolvendo o pensamento algébrico. Quadrante, Lisboa, v. 29, n. 2, p. 47-67, 2020. DOI: https://doi.org/10.48489/quadrante.22571.
GONTIJO, Cletyton Hércules. Relações entre criatividade e motivação em matemática: a pesquisa e as implicações para a prática pedagógica. In: GONTIJO, Cletyton Hércules; FONSECA, Mateus Giani (Orgs.). Criatividade em Matemática: lições da pesquisa. Curitiba: CRV, 2020b. p. 153-172.
GRÉGOIRE, Jacques. Understanding creativity in mathematics for improving mathematical education. Journal of Cognitive Education and Psychology, New York, v. 15, n. 1, p. 24-36, 2016. DOI: http://dx.doi.org/10.1891/1945-8959.15.1.24.
GUERREIRO, Antônio; MARTINS, Cristina. Avaliação e comunicação na aula de matemática: Conceções e práticas de professores do 2.º ciclo do ensino básico. Quadrante, Lisboa, v. 29, n. 2, p. 6–23, 2020. DOI: https://doi.org/10.48489/quadrante.22570.
GUERREIRO, Antônio; TOMÁS FERREIRA, Rosa Antônia; MENEZES, Luíz; MARTINHO, Maria Helena. Comunicação na sala de aula: A perspectiva do ensino exploratório da matemática. Zetetiké: Revista de Educação Matemática, Lisboa, v. 23, n. 4, p. 279-295, 2015. DOI: http://dx.doi.org/10.20396/zet.v23i44.8646539.
INEP. Sistema de Avaliação da Educação Básica: Evidências do SAEB 2017. Brasília: INEP, 2018.
INEP. SAEB 2021 – Resultados. Brasília: INEP, 2022.
IVCEVIC, Zorana; NUSBAUM, Emily. From having an idea to doing something with it: self-regulation for creativity. In: KARWOWSKI, Maciej; KAUFMAN, James. (orgs.). The creative self: Effect of beliefs, self-efficacy, mindset, and identity. Amsterdam: Elsevier Academic Press, 2017. p. 343-365.
KANHAI, Abhishek SINGH, Bhoodey. Some environmental and attitudinal characteristics as predictors of mathematical creativity. International Journal of Mathematical Education in Science and Technology, London, v. 48, n. 3, p. 327-337, 2017. DOI: http://dx.doi.org/10.1080/0020739X.2016.1241435.
KARWOWSKI, Maciej; LEBUDA, Izabela; Beghetto, Ronald. Creative Self-Beliefs. In: KAUFMAN, James; STERNBERG, Robert (Ed.). The Cambridge Handbook of Creativity. Cambridge: Cambridge University Press, 2019. p. 396-418.
LEAL, Márcia Rodrigues; GONTIJO, Cleyton Hércules; FORMIGA SOBRINHO, Asdrúbal Borges. A criatividade no ensino e na aprendizagem de geometria plana: um estudo realizado com pedagogos. In: KOCHHANN, Andréa (Org.). Educação - Diálogos avançados e caminhos traçados. Goiânia – GO: Scotti, 2020. p. 121-138.
LUBART, Todd. The 7 C's of creativity. Journal of Creative Behavior, [S. l.], v. 51, n. 4, p. 293-296, 2017. DOI: http://dx.doi.org/10.1002/jocb.190.
LUBART, Todd. Creativity across the seven Cs. In: STERNBERG, Robert; KAUFMAN, James (Ed.). The Nature of Human Creativity. Cambridge: Cambridge University Press, 2018. p. 134-146. DOI: https://doi.org/10.1017/9781108185936.012.
MERCER, Neil; DAWES, Lyn; STAARMAN, Judith Kleine. Dialogic teaching in the primary science classroom. Language and Education, Abingdon, v. 23, n. 4, p. 353-369, 2009. DOI: http://dx.doi.org/10.1080/09500780902954273.
MORAN, Seana; JOHN-STEINER, Vera. How collaboration in creative work impacts identity and motivation. In: MIELL, Dorothy; LITTLETON, Karen (org.). Collaborative Creativity, Contemporary Perspectives. London: Free Associate Books, 2004. p. 11-25.
PETROVICI, Constantin; HAVÂRMEANU, Geanina. An educational program of mathematical creativity. Acta Didactica Napocensia, Romania, v. 8, n. 1, p. 13-20, 2015.
POSAMENTIER, Alfred S; KRULINK, Stephen. A arte de motivar os estudantes do ensino médio para a matemática. Porto Alegre: AMGH, 2014.
SFARD, Anna. Commognition. In: LERMAN, Stehpen. (Org.). Encyclopedia of Mathematics Education. Cham: Springer, 2018.
SILVA, Cátia Cândio; BORGES, Fabrícia Teixeira. Análise Temática Dialógica como método de análise de dados verbais em pesquisas qualitativas. Linhas Críticas, v. 23, n. 51, p. 245–267, 2018. DOI: https://doi.org/10.26512/lc.v23i51.8221
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ensino da Matemática em Debate
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Este obra está licenciado com uma Licença Creative Commons Atribuição 4.0 Internacional.
