O papel das crenças e das emoções no processo de aprendizagem da matemática no ensino médio

Abstract

Mathematics has been conceived as an extremely complex field linked only to cognitive aspects. This study aimed to analyze the role of beliefs and their relationship with emotions that impact the teaching and learning of mathematics in high school. The specific objectives were to catalog the main beliefs of high school students regarding learning mathematics; investigate how these beliefs limit or affect students in the learning process; and relate the role of beliefs with emotions in the process of learning mathematics in high school. The study was justified by the need to contribute to raising awareness among mathematics teachers about the development of cognitive and affective potentials of students, considering that many students feel diminished and incapable of learning mathematics, which hinders their progress, increases repetition rates, and causes school dropout. The research consists of a bibliographical study and a field study. The field study took place at a public high school in the municipality of Corrente - Piauí. Interviews were conducted with a sample of three mathematics teachers and four students from the 3rd year of high school. The reports from teachers and students highlight the importance of motivation and support in teaching mathematics. Many students face difficulties due to limiting beliefs and previous negative experiences, resulting in low self-esteem and aversion to the subject. Teachers emphasize the need for empathy, technical mastery, and pedagogical strategies that make mathematics more accessible and interesting. Thus, family involvement and ongoing teacher training are crucial for promoting a good learning environment and overcoming challenges in teaching mathematics, demonstrating that the subject can be understandable and even fascinating with the right support