Ansiedade matemática e atitudes discente: um estudo com estudantes do 1º ano do ensino médio do IFPI – Campus Uruçuí

Abstract

Mathematics anxiety has proven to be a significant factor in understanding learning difficulties in Mathe- matics, especially among students in integrated vocational high school programs. This study aimed to investigate the levels of mathematics anxiety and students’ attitudes toward the subject among first-year high school students at the Federal Institute of Piauí – Uruçuí Campus. The research adopted a quan- titative, descriptive approach, using a structured questionnaire based on the Mathematics Anxiety Scale (EAM) and sociodemographic data. A total of 136 students participated, and their responses were analy- zed through descriptive statistics (mean, mode, and median) using the Jamovi software. Results indica- ted high levels of anxiety in situations of public exposure, such as being called to the board (mean = 3.36) and realizing that classmates understood the content while the student did not (mean = 3.60). Despite reported difficulties, most students recognize the usefulness of Mathematics (mean = 4.01) and believe their performance can improve with effort (mean = 3.90). It is concluded that although anxiety is present, there is room for pedagogical practices that foster more supportive learning environments and teaching strategies that strengthen students’ self-confidence in facing Mathematics