Um estudo sobre sentimentos aversivos no campo da Educação Matemática

Abstract

Mathematics is of great relevance in the life of every individual. Its applicability is exercised daily and its knowledge is necessary for a better social relation. Even so, for many, there is no motivation to learn it, it is considered an abstract science, complex and difficult to be learned, thereby generating a lack of recognition of its value. Faced with the above and listening to reports from children, a considerable number of students expressed negative feelings about this discipline, such as aversion, rejection and fear, characteristic of the mothophobia, which can transmit feelings of shakiness, sweating, malaise and discomfort. In the diligence of identifying and reflecting on the factors that can minimize or undo the mothophobia in an individual, and in the eagerness to contribute to better results in the processes of teaching and learning of Mathematics is that the objectives of the present research consist. In order to achieve our objectives, we seek to answer the question that brought north to our theme: What factors can contribute to an individual's failure to develop mothophobia? To obtain the data, we conducted a survey at the State School of Elementary Education of Our Lady of the Rosary, located in the city of Campina Grande-PB. The research consists of the application of a questionnaire among the five classes of the 9 th Year existing in the school, with 180 students enrolled, among which 151 answered the questionnaire that allowed us to analyze what each adolescent reports about his relation with Mathematics and reasons that led them to such a relationship. From the analysis of the collected data, among other results, we saw that the teacher is cited above all as the one who can revert the aversive picture of the student. The research proceeded by the mixed method, a method characterized by analyzing the quantitative and qualitative data simultaneously. It is a field research, a case study.