Estudo da afetividade no processo de ensino-aprendizagem da matemática nos anos finais do ensino fundamental

Abstract

Affectivity in the teaching-learning process is still a recent topic, which began to be observed by scholars in the 1980s because it views students as complex beings composed of feelings, reactions, emotions, and beliefs regarding Mathematics. It is understood that the theme somehow influences the student's knowledge and learning process in the subject, generating positive or negative cycles in the students' emotional memories. This paper studies affectivity in the teaching-learning process of Mathematics in the final years of Elementary School, aiming to understand its probable influences and present possible practical solutions that help students and teachers overcome difficulties. The survey conducted is qualitative and exploratory in nature. A field study was carried out in which an investigative activity was applied. Initially, this activity addressed students' existing beliefs, as well as their emotions and attitudes when developing the requested mathematical activities. Finally, a talking circle was conducted to verify the key points raised by students regarding their perceptions. Possible practical solutions applicable to classroom situations by students and/or teachers were listed. The research was conducted in sixth- to ninth-grade classes of a private Christian school in the city of Divinópolis, MG, where the researcher teaches. During the process, it became evident that not all difficulties encountered in the teaching-learning process of Mathematics are cognitive in nature. There are many affective and emotional influences, such as not identifying with the teacher, previous limiting beliefs regarding Mathematics, or the student's anxiety about the topics studied at that moment or previously.