Emotion and its reflections in Mathematics learning
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/813 |
Resumo: | The present research aims to analyze how affection existent in the professor-student relation can come to contribute or hinder the process of learning mathematics. Affection is one of the most important elements in overcoming adversities in the educative process, whether it is in school or out of it, and especially between the professor and the student. We had the participation of 33 university students that are majoring in Mathematics in a public institution, in order to search for answers to our question (How does the professor-student relationship can come to contribute or hinder the process of learning mathematics in higher education students?). We used questionnaires and class observation as data production instruments. Among the findings, we point out the students’ understanding, who considered emotion as essential in overcoming barriers in the academic context. |
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Emotion and its reflections in Mathematics learningLa emoción y sus reflejos en el aprendizaje de las matemáticasA emoção e seus reflexos na aprendizagem da MatemáticaAfectividadInteligencia emocionalFormación humanaEducación MatemáticaLa resiliencia.AfetividadeInteligência EmocionalFormação HumanaEducação MatemáticaResiliência.AffectionEmotional IntelligenceHuman FormationMathematics EducationResilience.The present research aims to analyze how affection existent in the professor-student relation can come to contribute or hinder the process of learning mathematics. Affection is one of the most important elements in overcoming adversities in the educative process, whether it is in school or out of it, and especially between the professor and the student. We had the participation of 33 university students that are majoring in Mathematics in a public institution, in order to search for answers to our question (How does the professor-student relationship can come to contribute or hinder the process of learning mathematics in higher education students?). We used questionnaires and class observation as data production instruments. Among the findings, we point out the students’ understanding, who considered emotion as essential in overcoming barriers in the academic context.La presente investigación tiene como cuestión orientadora analizar cómo la afectividad, presente en la relación existente entre profesores y alumnos, puede venir a contribuir / dificultar el proceso de aprendizaje de Matemáticas. La afectividad es uno de los elementos primordiales a la superación de las adversidades en el proceso educativo, sea en la escuela o fuera de ella, principalmente entre el profesor y el alumno. En esta investigación participaron de 33 alumnos del Curso de Matemática-Licenciatura de una Institución Pública de Enseñanza Superior, a fin de buscar respuestas a nuestra pregunta (Como la relación entre profesores y alumnos puede venir a contribuir / dificultar el proceso de aprendizaje de Matemáticas de alumnos regularmente matriculados en la enseñanza superior?). Como instrumento de producción de datos utilizamos cuestionarios y observaciones de clases. Entre los hallazgos obtenidos apuntamos las concepciones de los alumnos que consideraron la emoción como esencial para la superación de barreras en el ámbito académico.A presente pesquisa tem como questão norteadora analisar como a afetividade, presente no relacionamento existente entre professores e alunos, pode vir a contribuir/dificultar o processo de aprendizagem de Matemática. A afetividade é um dos elementos primordiais à superação das adversidades no processo educativo, seja na escola ou fora dela, principalmente entre o professor e o aluno. Participaram desta investigação 33 alunos do Curso de Matemática-Licenciatura de uma Instituição Pública de Ensino Superior, a fim de buscarmos respostas para nossa pergunta (Como a relação entre professores e alunos pode vir a contribuir/dificultar o processo de aprendizagem de Matemática de alunos regularmente matriculados no Ensino Superior?). Como instrumento de produção de dados utilizamos questionários e observações de aulas. Dentre os achados obtidos apontamos as concepções dos alunos que consideraram a emoção como essencial para a superação de barreiras no âmbito acadêmico.Research, Society and Development2019-02-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/81310.33448/rsd-v8i3.813Research, Society and Development; Vol. 8 No. 3; e5083813Research, Society and Development; Vol. 8 Núm. 3; e5083813Research, Society and Development; v. 8 n. 3; e50838132525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/813/729Copyright (c) 2019 Maria Aparecida Alves Silva, Ana Lúcia Lealinfo:eu-repo/semantics/openAccessSilva, Maria Aparecida AlvesLeal, Ana Lúcia2020-03-25T16:07:06Zoai:ojs.pkp.sfu.ca:article/813Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:06.479686Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Emotion and its reflections in Mathematics learning La emoción y sus reflejos en el aprendizaje de las matemáticas A emoção e seus reflexos na aprendizagem da Matemática |
title |
Emotion and its reflections in Mathematics learning |
spellingShingle |
Emotion and its reflections in Mathematics learning Silva, Maria Aparecida Alves Afectividad Inteligencia emocional Formación humana Educación Matemática La resiliencia. Afetividade Inteligência Emocional Formação Humana Educação Matemática Resiliência. Affection Emotional Intelligence Human Formation Mathematics Education Resilience. |
title_short |
Emotion and its reflections in Mathematics learning |
title_full |
Emotion and its reflections in Mathematics learning |
title_fullStr |
Emotion and its reflections in Mathematics learning |
title_full_unstemmed |
Emotion and its reflections in Mathematics learning |
title_sort |
Emotion and its reflections in Mathematics learning |
author |
Silva, Maria Aparecida Alves |
author_facet |
Silva, Maria Aparecida Alves Leal, Ana Lúcia |
author_role |
author |
author2 |
Leal, Ana Lúcia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Maria Aparecida Alves Leal, Ana Lúcia |
dc.subject.por.fl_str_mv |
Afectividad Inteligencia emocional Formación humana Educación Matemática La resiliencia. Afetividade Inteligência Emocional Formação Humana Educação Matemática Resiliência. Affection Emotional Intelligence Human Formation Mathematics Education Resilience. |
topic |
Afectividad Inteligencia emocional Formación humana Educación Matemática La resiliencia. Afetividade Inteligência Emocional Formação Humana Educação Matemática Resiliência. Affection Emotional Intelligence Human Formation Mathematics Education Resilience. |
description |
The present research aims to analyze how affection existent in the professor-student relation can come to contribute or hinder the process of learning mathematics. Affection is one of the most important elements in overcoming adversities in the educative process, whether it is in school or out of it, and especially between the professor and the student. We had the participation of 33 university students that are majoring in Mathematics in a public institution, in order to search for answers to our question (How does the professor-student relationship can come to contribute or hinder the process of learning mathematics in higher education students?). We used questionnaires and class observation as data production instruments. Among the findings, we point out the students’ understanding, who considered emotion as essential in overcoming barriers in the academic context. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-02-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/813 10.33448/rsd-v8i3.813 |
url |
https://rsdjournal.org/index.php/rsd/article/view/813 |
identifier_str_mv |
10.33448/rsd-v8i3.813 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/813/729 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Maria Aparecida Alves Silva, Ana Lúcia Leal info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Maria Aparecida Alves Silva, Ana Lúcia Leal |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 8 No. 3; e5083813 Research, Society and Development; Vol. 8 Núm. 3; e5083813 Research, Society and Development; v. 8 n. 3; e5083813 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052732960407552 |