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Abstract(s)
O objetivo principal deste trabalho foi descrever uma análise sobre a ansiedade matemática, buscando caracterizar sua definição, etiologia, tipos e níveis, bem como apresentar alguns exemplos de como contorná-la na sala de aula. Como motivação inicial foi enfocado o desenvolvimento da aprendizagem matemática. Verificou-se que as causas da ansiedade matemática podem ser externas ou internas ao meio escolar e que as consequências são, geralmente, mal interpretadas por professores e pais. No Brasil, ainda existem poucas pesquisas a respeito do tema, entretanto os trabalhos de Keow Ng (2012), Smith (2004), Mutawah (2015) e Marshall et al. (2017) impulsionaram a pesquisa bibliográfica a respeito do objeto em jogo. Como resultado inicial, atribuiu-se a uma disfunção do sistema límbico a natureza da ansiedade matemática, onde a substância química denominada noradrenalina é a principal representante desse fenômeno de desequilíbrio emocional. Alternativas foram elencadas para tentar dirimir esse desconforto na população de alunos que sofrem por conta de crenças ou de um ensino de matemática que promove aversão, resultando na precariedade da aprendizagem.
The main objective of this work was to describe an analysis of mathematical anxiety, aiming to characterize its definition, etiology, types and levels, as well as to present some examples of how to circumvent it in the classroom. The initial motivation was the development of mathematical learning. It has been found that the causes of mathematical anxiety may be external or internal to the school environment and that the consequences are often misinterpreted by teachers and parents. In Brazil, there is still little research on the subject, however the works of Keow Ng (2012), Smith (2004), Mutawah (2015) and Marshall et al. (2017) stimulated bibliographical research regarding the object at stake. As an initial result, a dysfunction of the limbic system was attributed to the nature of mathematical anxiety, where the chemical called noradrenaline is the main representative of this phenomenon of emotional imbalance. Alternatives have been listed to try to resolve this discomfort in the population of students who suffer from beliefs or a teaching of mathematics that promotes aversion, resulting in the precariousness of learning.
The main objective of this work was to describe an analysis of mathematical anxiety, aiming to characterize its definition, etiology, types and levels, as well as to present some examples of how to circumvent it in the classroom. The initial motivation was the development of mathematical learning. It has been found that the causes of mathematical anxiety may be external or internal to the school environment and that the consequences are often misinterpreted by teachers and parents. In Brazil, there is still little research on the subject, however the works of Keow Ng (2012), Smith (2004), Mutawah (2015) and Marshall et al. (2017) stimulated bibliographical research regarding the object at stake. As an initial result, a dysfunction of the limbic system was attributed to the nature of mathematical anxiety, where the chemical called noradrenaline is the main representative of this phenomenon of emotional imbalance. Alternatives have been listed to try to resolve this discomfort in the population of students who suffer from beliefs or a teaching of mathematics that promotes aversion, resulting in the precariousness of learning.
Description
Relatório apresentado à Universidade Fernando Pessoa como parte dos requisitos para o cumprimento do programa de Pós-Doutoramento em Sistemas e Tecnologias de Informação, ramo de E-learning
Keywords
Ansiedade matemática Emoção Neurociência cognitiva Mathematical anxiety Emotion Cognitive neuroscience