Os mitos em relação ao ensino de matemática e suas implicações na aprendizagem dos alunos em sala de aula

Abstract

The study of myths in relation to mathematics requires many reflections and is something that needs to be debated, so that there is an evolution of our young people's thinking, thus making them capable of demystifying false mathematical statements and from there, they can overcome their barriers and their shortcomings in that discipline. It is in this quality that the research aims to reflect on the myths of those who study / teach mathematics and their origins for student learning in the classroom and thus contribute to the demystification and success in teaching and learning this discipline. The analysis presents a literature review with a qualitative characteristic and emphasis on systematic research of articles and works, with the deepening of knowledge through the guiding question: "How much has been written and said about the teaching-learning process of mathematics can it be prejudice or myth and even these myths and their conclusions in the classroom interfere in this process? ”. The work is divided into two stages, two chapters that develop a historical approach to mathematics and, in sequence, the myths that make it difficult to learn mathematics and its consequences in the teaching-learning process of the technical discipline. Finally, it is concluded that it is highly important to reflect on mathematical myths in order to avoid them, making real the possibility of studying mathematics to happen in a critical way, listening to research discoveries and the wisdom that comes from specialized practice