A matemática e suas representações no cotidiano das pessoas

Abstract

The present academic work approached mathematics and its representations in people's daily lives, showing what these representations are, and the impacts caused by them. the discipline is being represented. The theoretical basis of the work exposes considerations about mathematics and its social representations, representations that seek to understand and build ideas from experiences or statements shared by a social group, in this case the object of study is mathematics, showing its positive and negative aspects that emphasizes the importance of mathematics for logical reasoning and daily tasks of our day to day and its contributions to the advancement of technology, and negative aspects that highlights the lack of training and demotivation of teachers in the teaching-learning process of mathematics, the pre concept in relation to discipline on the part of students who see mathematics as difficult and something they cannot learn and even as monsters told in horror stories as the “bogeyman” at school and the worst subject. Also analyzing important processes of social representations that would be the objectification and anchoring referring to mathematics, which comes with the function of showing how such representations work and how they are based on the environment in which it is inserted in which objectification is the process that makes what was just an idea into something concrete. Anchoring, on the other hand, takes previously produced ideas or concepts and represents them more clearly, ready to be reproduced in society. Mathematics is an essential science in people's daily lives because of its importance in everyday life, and the values of citizen transformation present in the discipline. Teaching and learning in mathematics is not only aimed at school, but for the environment in which it is inserted. As for the methodological approach addressed, it was a qualitative bibliographical research, presenting the vision of Moscovici (2007), Jodelet (2001), Silva (2018), Ramos (2003) and Moreira; Graça (2004) regarding the social representations about mathematics and the positive and negative factors in relation to the discipline that were pointed out in the research, so that a great rejection was noticed when it comes to mathematics due to the negative representations about the discipline, however the the vast majority understood that science is important and it is not up to devaluation, and it is up to the role of demystifying negative conceptions and beliefs in relation to mathematics to teachers, innovating in teaching methodologies and creating new representations to be passed on from the student to the parents, relatives and friends the importance of knowing and having mathematical knowledge