{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,3,31]],"date-time":"2022-03-31T11:57:50Z","timestamp":1648727870658},"reference-count":18,"publisher":"FapUNIFESP (SciELO)","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. Pesqui."],"published-print":{"date-parts":[[2009,4]]},"abstract":"<jats:p>\u00c9 recorrente concluir-se que n\u00edveis mais elevados de autoconfian\u00e7a dos alunos, relativamente \u00e0s suas capacidades para interagir com a matem\u00e1tica, associados a uma maior utilidade percebida desta concorrem para os alunos terem representa\u00e7\u00f5es positivas da disciplina. Um dos objectivos deste artigo \u00e9 averiguar se no contexto universit\u00e1rio se mant\u00e9m esta tend\u00eancia linear na rela\u00e7\u00e3o entre as duas dimens\u00f5es - afectiva e instrumental - estruturantes das representa\u00e7\u00f5es das disciplinas de m\u00e9todos quantitativos. Um segundo objectivo consiste em perceber como \u00e9 que os alunos de diferentes cursos (de \u00e1reas cient\u00edficas distintas) geram as suas representa\u00e7\u00f5es relativamente a essas disciplinas. Foi aplicado um inqu\u00e9rito por question\u00e1rio a uma amostra de alunos numa institui\u00e7\u00e3o universit\u00e1ria. Para a defini\u00e7\u00e3o dos padr\u00f5es de representa\u00e7\u00f5es, foi usada a An\u00e1lise de Correspond\u00eancias M\u00faltiplas e, para a identifica\u00e7\u00e3o de factores explicativos dos perfis dos alunos, foi usada a Regress\u00e3o Categorial. Os resultados evidenciam que o espa\u00e7o das representa\u00e7\u00f5es dos m\u00e9todos quantitativos em contexto universit\u00e1rio \u00e9 um espa\u00e7o marcado pela heterogeneidade, mas cuja complexidade ultrapassa essa tend\u00eancia linear na rela\u00e7\u00e3o entre a dimens\u00e3o da utilidade e a dimens\u00e3o afectiva. Outra das conclus\u00f5es \u00e9 a n\u00e3o sustentabilidade da tese que aponta (pelo menos em contexto n\u00e3o universit\u00e1rio) para a feminiza\u00e7\u00e3o da falta de autoestima e da autoconfian\u00e7a para lidar com disciplinas dessa \u00e1rea cient\u00edfica. Conclui-se, ainda, que parece existir uma certa cultura de curso, na medida em que os cursos tendem a reflectir um padr\u00e3o predominante de representa\u00e7\u00f5es dos m\u00e9todos quantitativos.<\/jats:p>","DOI":"10.1590\/s1517-97022009000100002","type":"journal-article","created":{"date-parts":[[2009,5,21]],"date-time":"2009-05-21T03:49:05Z","timestamp":1242877745000},"page":"15-32","source":"Crossref","is-referenced-by-count":1,"title":["Os m\u00e9todos quantitativos no ensino superior: uma tipologia de representa\u00e7\u00f5es"],"prefix":"10.1590","volume":"35","author":[{"given":"Madalena","family":"Ramos","sequence":"first","affiliation":[{"name":"Instituto Universit\u00e1rio de Lisboa"}]},{"given":"Helena","family":"Carvalho","sequence":"additional","affiliation":[{"name":"Instituto Universit\u00e1rio de Lisboa"}]}],"member":"530","reference":[{"key":"ref1","series-title":"Mathematics and gender","volume-title":"Teachers' beliefs and gender differences in 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