Ansiedade matemática vista pelas lentes de professores que ensinam matemática

• Autor(a) principal: Campos, Ana Maria Antunes de
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/36296
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Afeto; Cognição; Emoção; Autoeficácia; Ansiedade matemática; Formação de professores; Teoria do flow; Affection; Cognition; Emotion; Self-efficacy; Mathematical anxiety; Teacher training; Flow theory

Mathematics anxiety is aversion and fear related to activities involving mathematics and has two different dimensions: cognitive and affective. Mathematics anxiety is a topic that can and should be studied in the field of Mathematics Education, since it has appropriated (explicitly or implicitly) general cognitive theories with the aim of helping students and teachers to question mathematical phenomena, the process of teaching and learning and inclusion. That said, in this research, the following general objective was defined: to investigate, through teacher training, the presence of behavioral patterns of risk to math anxiety in math classes in the early years of elementary school. The research sought to answer the question: how do teachers who teach mathematics in the early years of elementary school identify and act on behavioral patterns of risk to math anxiety in the classroom? The core of this research was a remote training with teachers of the first years of Elementary School who teach mathematics, including those who have training in another area, such as Normal Course, Teaching or Pedagogy. The methodological approach chosen was qualitative research, which was based on data produced by questionnaire, audio and video recordings, mathematics teaching anxiety questionnaire, teaching cases, comic strips, which are short comics, brainstorming, field diary and activities elaborated by the participants throughout the training. In order to organize the presentation of the data obtained through these instruments, it was decided to analyze them separately. For the “Teacher Training” category, data from the initial questionnaire and the Mathematics Teaching Anxiety Questionnaire were used; for brainstorming, the field diary, comic strips and teaching cases were related to the category “math anxiety”; the didactic plans were analyzed based on the elements of the Flow Theory. The training was carried out online and took place in April 2022. Five meetings were held, lasting approximately 1h30min, once a week, on Wednesdays, through the Google Meet platform. The purpose of the meetings was to promote discussions through teaching cases, reading comic strips and brainstorming to investigate the presence of behavioral patterns of risk to math anxiety in math classes in the early years of elementary school. Ten teachers who did not know the subject of mathematical anxiety participated in the training, and who only had the lecture on the subject after the fourth meeting, so as not to interfere with their answers. The results indicate that the participants, until then, had not related that the students' attitudes towards mathematics could be associated with the attitudes, values, beliefs and motivation of the teacher. They only related them to the teacher's practice and competence, leaving aside the convictions that the teacher had internalized as a student and during his professional career. Nor did they recognize the terms fear, panic, and aversion as risk behavioral patterns for math anxiety. These terms were linked to learning difficulties or simply fear of mathematics. Therefore, the terminology mathematical anxiety was a discovery for the teachers participating in the training. The participants acted on students' negative attitudes and emotions about mathematics, seeking to modify their pedagogical practice, using concrete materials, dialoguing, promoting work in pairs or groups, seeking strategies that promote affectivity, creativity, motivation, well-being and interaction between the peers. However, they did not recognize that these attitudes were beneficial to avoid behavioral patterns of risks to math anxiety in the classroom. In this research, it was not possible to confirm whether the activities developed through the Flow Theory can be beneficial for students who present behavioral patterns of risk to mathematical anxiety. To make this statement, it is necessary to carry out a field research with students in whom certain behavioral patterns of risks to mathematical anxiety have been identified and to analyze how an intervention with games, elaborated from the assumptions of the Flow Theory, can be beneficial to these students