<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000200112</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n2a13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Quiz Interativo Digital na identificação de dificuldades de aprendizagem em conceitos nucleares do Cálculo I]]></article-title>
<article-title xml:lang="en"><![CDATA[The Digital Interactive Quiz in identifying learning difficulties in core concepts of Calculus I]]></article-title>
<article-title xml:lang="es"><![CDATA[El Quiz Interactivo Digital en la identificación de dificultades de aprendizaje en conceptos nucleares de Cálculo I]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anjos]]></surname>
<given-names><![CDATA[Isabela Matias dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Eder Marinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Frederico da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Escola Especial Irany Silva Salvador de Oliveira  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Ouro Preto Programa de Pós-Graduação em Educação Matemática ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Ouro Preto Programa de Pós-Graduação em Educação Matemática ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000200112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000200112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000200112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma pesquisa que objetivou identificar as dificuldades de aprendizagem em Cálculo I evidenciadas pelo Quiz Interativo Digital (QID). A metodologia de pesquisa qualitativa contemplou uma pesquisa com alunos de Licenciatura e de Bacharelado em Matemática da Universidade Federal de Ouro Preto. O QID foi desenvolvido em um ambiente de programação visual e aplicado por meio dos celulares dos alunos em 3 etapas: Limites e Continuidade; Derivadas; Integrais. Os resultados apontam que uma grande parte das dificuldades podem ser associadas às dificuldades relacionadas a conteúdos da Educação Básica, especialmente, no caso de limites e continuidade. Outra parte bastante significativa das dificuldades recai sobre as aplicações matemáticas, especialmente, no caso de derivadas e integrais. Nas conclusões, ressaltamos a importância de um ensino de Cálculo I focado não somente na aplicação de regras, mas que também privilegie a interpretação, a representação e a aplicação dos conceitos nucleares do Cálculo I.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents research that aimed identifying learning difficulties in Calculus I highlighted by the Digital Interactive Quiz (DIQ). The qualitative research methodology encompassed research with Mathematics undergraduate and graduate students from Universidade Federal de Ouro Preto. The DIQ was developed in a visual programming environment and applied in 3 steps through the students' cell phones: Limits and Continuity; Derivatives; Integrals. The results indicate that a great part of difficulties might be related to basic education subjects, especially regarding limits and continuity. Another substantial part of difficulties is in mathematical applications, especially regarding derivatives and integrals. In the conclusions, we highlight the importance of a Calculus I teaching focused not only in the application of rules, but also an teaching which benefits the interpretation, representation and application of core concepts of Calculus I.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una investigación que tuvo como objetivo identificar las dificultades de aprendizaje en Cálculo I evidenciadas por el Quiz Interactivo Digital (QID). La metodología de investigación cualitativa incluyó una encuesta con estudiantes de Licenciatura y Bachillerato en Matemáticas de la Universidade Federal de Ouro Preto. El QID fue desarrollado en un ambiente de programación visual y aplicado a través de los celulares de los alumnos en 3 etapas: Límites y Continuidad; Derivadas; Integrales. Los resultados indican que gran parte de las dificultades pueden estar asociadas a dificultades relacionadas con los contenidos de la Educación Básica, especialmente en el caso de límites y continuidad. Otra parte muy significativa de las dificultades radica en las aplicaciones matemáticas, especialmente en el caso de derivadas e integrales. En las conclusiones, destacamos la importancia de la enseñanza de Cálculo I enfocada no solo en la aplicación de reglas, sino también en la interpretación, representación y aplicación de los conceptos nucleares de Cálculo I.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Cálculo]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Quiz Interativo Digital]]></kwd>
<kwd lng="en"><![CDATA[Calculus Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning Difficulties]]></kwd>
<kwd lng="en"><![CDATA[Digital Interactive Quiz]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Cálculo]]></kwd>
<kwd lng="es"><![CDATA[Dificultades de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Quiz Interactivo Digital]]></kwd>
</kwd-group>
</article-meta>
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