Ansiedade Matemática em alunos dos Anos Finais do Ensino Fundamental: uma investigação com Tecnologias Digitais

Abstract

This master´s thesis is linked to the research group: Digital Technologies, Mobility and Mathematics Education (TeDiMEM) and to the project “Humanized Use of Digital Technologies in Mathematics Education: listening, authorship and collaboration” (MaDHu). The research has a qualitative approach and was structured in a multipaper format, in which each article refers to one of the three specific objectives of the thesis. Thus, our general objective is to investigate expressions of students in the final years of Elementary School about mathematical anxiety, involving the production of cartoons. And, specifically: analyze student productions about the image of mathematics; investigate the risks for mathematics anxiety in students; and investigate the use of Digital Technologies involving externalizations of mathematics, based on the production of cartoons. Theoretically, we hold discussions about mathematical anxiety, brainstorming, digital technologies, cartoons, feelings, emotions and affections. The research participants are students in the final years of Elementary School from two schools - one state and one municipal - in Campo Grande (MS). The research was carried out in two stages: first, we asked students to brainstorm with the words “cell phone” and “mathematics” and fill out the Mathematics Anxiety Scale; afterwards, students produced digital cartoons about their feelings and/or previous events in relation to mathematics. From the analysis of the brainstormings, we were able to conclude that the majority of students have an unfavorable image of mathematics. Furthermore, we concluded that the majority of students present a moderate risk for mathematics anxiety and that, in state schools, students in more advanced grades are at greater risk for mathematics anxiety. In relation to digital cartoons, many students expressed feeling fear and nervousness in assessments, in addition to a certain influence of past contexts and relationships with teachers and other students in relation to their respective externalizations about mathematics. The results of this research point to the importance of expanding active listening spaces for students, based on joint movements involving students, researchers, teachers, managers, family members and/or legal guardians, the community,..., so that they can externalize, if they feel will, whatever they want.