Ansiedade à Matemática e sua relação com o bloqueio da aprendizagem de matemática na adolescência: aspetos atitudinais e cognitivos

Abstract

One of the indicators of the full exercise of citizenship is that the young person, at the end of education, has the ability to know how to use mathematical knowledge in everyday activities. Results like these should raise awareness among researchers as well as those responsible for public educational policies. Many of these young people, because of these poor results, show traits of math anxiety, aversion behavior, avoidance, avoidance and escape from the world of numbers and need not only cognitive support, but also emotional support. The fact is that this syllogism has motivated us to understand the phenomenon of Mathematics Anxiety and its implications for learning. When observing the incidence of Mathematics Anxiety by level of education in Basic Education, it is noted that reports of suffering are much more present at the high school level than at the elementary level. In addition, external factors such as high levels of school demands and family pressure for better performance rise considerably at this stage of student life, favoring the anxiety construct. It is inevitable to briefly highlight that the way it is taught can have a negative impact on mathematics learning, becoming a trigger for Mathematics Anxiety. There is no answer that fully satisfies all research questions. Even so, we seek here to understand the relationship between Anxiety about Mathematics and the blocking of mathematics learning in adolescent high school students; to identify the perceptions of suffering reported when exposed to the need to learn mathematics; understand the relationship between self-efficacy belief and its impacts on learning blockage and analyze institutional pressures - family, school and relationship with the attitudinal construct of Mathematics Anxiety. Nobody has math anxiety disorder until they go to school. It is, therefore, necessary to find a way to mitigate it.