A contribuição da afetividade no ensino e aprendizagem da matemática

Abstract

This research was conducted in a state school in the city of Nossa Senhora do Socorro (Sergipe - Brazil) in the period from May to December 2013, aimed at analyzing the role of affectivity in the teaching and learning of mathematics from the perceptions of teachers and students the 6th and 9th years of elementary school. We tried to understand and describe what role is assigned to affectivity in aspects of learning mathematics by the subjects involved in the process: student and professor. The theoretical framework adopted was based on authors who consider that in man, the affective and cognitive dimensions are inseparable. Among them are Wallon, Dantas, Leite, Tassoni, Almeida, Mahoney. As for the learning of mathematics, was used the theory Gómez Chacón, Silva, Fiorentini and Nacarato. The methodology caught her on the qualitative approach, as understood Ludke and Andrew. As a methodological procedure, we used the following data collection instruments, semi-structured interview and questionnaire for teachers and focus groups with students. For teachers, the answers to the semi-structured interview and the questionnaire were analyzed and compared considering the affection of the elements expressed in the statements. From this analysis, it seized in the teaching discourse, its notion of affectivity and its effects on teaching and learning. The results of the study show how the facts of the classroom, especially the actions of teachers in teaching situations, affect student learning and its relation to the object of study (Mathematics). The data show that teachers do not recognize the role of affectivity in the teaching and learning of mathematics. Students are closer to the object of study (Mathematics) when the teacher shows more affective. Most students of the 6th year has a good relationship with the discipline of mathematics, but the 9th year they were dissatisfied with discipline. For students in 9th grade taste for mathematics is decreasing according to the subject teacher. For them, the most affective teacher contributes to better learning of the subject matter.