Aversão à matemática: dificuldade, atitude e afetividade

• Autor(a) principal: Sousa, Dilmar Prates de
• Data de Publicação: 2010
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/31080
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Ensino-aprendizagem; Dificuldade; Atitude; Afetividade; Aversão à matemática; Teaching-learning; difficulty; Attitude; Affectivity; Aversion to mathematics

It was elaborated as a theoretical literatureresearch, fromexploratory and descriptive perspectives this investigation intends toreflect about the mathematics teaching and learning process. It discussesas the major theme the aversion to mathematics from evidence of current contextconsideringthe learning difficultiesand negative attitudes and the role of positive attitudes and affectivity in teacher-student relationship in the teaching-learning process. This study intends to indicate the importanceof the student’s emotional life as a prime factor in the mathematics teaching and learningprocess, andto demonstrate that wordslikedifficulty, attitude and affectivity are related with the student’smath knowledgeand which isoften ignored or unknown, in pedagogical terms, by educators. To this theoretical analysis it has been studiedseveral authors. According to some of them, the emotion presents itself, somehow inseparable from cognition and learningand this dynamic web of relationships has been allowedto evidence the origins of some noticeable difficulties in the mathematicsteaching-learningprocess. It was possible,through this study,to verifythat the emotions and feelings related to the conception of affectivityin the investigated process,may or may not, mobilize dispositions to learningand based on thisreflectionit will be possible to formulatealternatives to reduce, from affection, the aversion to mathematics presented bythestudents