Ansiedade Matemática em Professores Brasileiros

França, Arthur Luna Borba Colen; Dorneles, Beatriz Vargas

doi:10.37001/emr.v26i73.2698

Cited by 3 publications

(6 citation statements)

References 20 publications

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“…Tecer considerações acerca dos impactos das microagressões na formação docente requer uma reflexão sobre estudos recentes que abordam esse tema (Julio & Silva, 2018;Santos, 2021;Santos et al, no prelo;Silva & Silva, 2021) ou que tangenciam esse tema discutindo sobre ansiedade matemática (França & Dorneles, 2021). Santos (2021) (Berk, 2017a;Su, 2015).…”

Section: Implicações Educacionais Na Formação Docente De Futuros Prof...unclassified

Microagressões no contexto de ensino e aprendizagem da matemática

Silva,

Lautert,

Carmo

et al. 2023

EMP

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Neste artigo, conceituamos microagressões relacionadas ao ensino e à aprendizagem de matemática, na perspectiva de elucidar sua noção e destacar algumas de suas possíveis manifestações na educação matemática. Nessa direção, discutimos estudos recentes, e que também temos conduzido, que vêm indicando uma relação importante entre as vivências de futuros professores e professoras que ensinam matemática com esse fenômeno e a falta de domínio de conteúdos matemáticos durante as aulasdesenvolvimento de reações aversivas em relação à matemática, que muitas vezes favorecem a manifestação de episódios de ansiedade matemática ou procrastinação. Argumentamos que as microagressões relacionadas ao ensino e à aprendizagem de matemática possuem características similares em relação às microagressões raciais. Entretanto, as questões sobre o ensino e a aprendizagem focam especificamente nos contextos de sala de aula e nas relações estabelecidas entre o professor, o/a estudante e o saber. Aqueles que têm dificuldades com o saber matemático, em ambientes acadêmicos e escolares, muitas vezes acabam sendo rotulados como incapazes de aprender e passam, ao longo de suas vidas, por situações desconfortantes. Por conta disso, a matemática possui um importante prestígio social, favorecendo o desenvolvimento de uma relação muito íntima entre matemática e poder que se reflete no contexto escolar. Considerações educacionais são discutidas acerca dos impactos das microagressões na formação docente nas relações que se estabelecem com os estudantes sob vários aspectos.

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Section: Implicações Educacionais Na Formação Docente De Futuros Prof...unclassified

Microagressões no contexto de ensino e aprendizagem da matemática

Silva,

Lautert,

Carmo

et al. 2023

EMP

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“…Furthermore, in addition to impacting student performance and their physical and emotional well-being, MA can also affect life trajectories and academic choices (FRANÇA & DORNELES, 2021). However, as it is not exclusive to students, it can also occur among teachers who teach the subject.…”

Section: Mathematical Anxiety (Am) Focused On Teachersmentioning

confidence: 99%

“…However, as it is not exclusive to students, it can also occur among teachers who teach the subject. Because it is an emerging topic in Brazilian research, few studies use the concept of MA to describe the relationship between educators and the phenomenon (CAMPOS & MANRIQUE, 2020;FRANÇA & DORNELES, 2021).…”

Section: Mathematical Anxiety (Am) Focused On Teachersmentioning

confidence: 99%

“…Because it is an emerging topic in Brazilian research, few studies use the concept of MA to describe the relationship between educators and the phenomenon (CAMPOS & MANRIQUE, 2020;FRANÇA & DORNELES, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Although there are some studies on the BF phenomenon in Brazil, most refer to students (CARMO & SIMINOATO, 2012;MENDES & CARMO, 2014). Furthermore, no measurement instruments are found in the Brazilian literature that are associated with the phenomenon of MA among Brazilian teachers (FRANÇA & DORNELES, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Teacher's Mathematical Anxiety: Theoretical Analysis and Content Validity of the Math Anxiety Scale for Teachers - Mast for the Brazilian Context

Pinho,

Figueiredo

2023

JHS

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The phenomenon "Math Anxiety" (MA) is characterized by a set of unpleasant reactions, whether physiological, cognitive or behavioral, in situations that require the use and application of mathematical knowledge. This feeling of MA tension is not exclusive to students, it can also occur among teachers who teach the subject. In Brazil, there are few BF studies in students, and none with teachers, in addition to the lack of measurement instruments adapted to our reality. It is intended to present the AM phenomenon, as well as to describe the process of crosscultural adaptation of the American scale "Math Anxiety Scale for Teachers -MAST" to the Brazilian context. This is a crosssectional study. The process followed the steps recommended in the literature on the adaptation of instruments in mental health. The study included 265 teachers who work in the Early Years of the Public School in the city of Pelotas/RS. Teachers answered a selfadministered online questionnaire consisting of the Informed Consent Form (TCLE), socio-demographic variables and the GAD-7 scales (Generalized Anxiety Disorder-7) and the experimental version of the MAST-BR. Once collection was complete, data were transferred from the Excel spreadsheet, generated in Google Forms, to the statistical package Statistical Package for the Social Sciences (SPSS). The Lavaan package, from the R program, was used for the confirmatory analysis of the scale's dimensional model. The theoretical analysis of the items showed a satisfactory Content Validity Coefficient (total CVC = 0.94). Cronbach's alpha greater than 0.90. The instrument is robust enough to assess MA in teachers.

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Math Anxiety

Silva Gusmão,

Cleyton Felipe Gaudêncio,

Bonifácio da Silva Júnior

et al. 2024

jid

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Mathematics anxiety has been the subject of growing academic interest, as it can significantly impact academic performance and individuals’ relationship with mathematical content throughout their lives. This narrative review aims to understand the conceptual evolution, causes and possible interventions associated with mathematics anxiety. Using a bibliographic methodology, articles, books and reports published in renowned academic databases were analyzed. As the main theoretical framework, the cognitive-behavioral perspective was adopted, which understands mathematical anxiety as a result of interactions between cognitive, behavioral and environmental processes. The results point to a multifaceted understanding of the phenomenon, highlighting not only individual factors, such as self-efficacy and past experiences, but also external factors, such as teaching methods and teachers’ attitudes. Interventions aimed at reducing mathematics anxiety have focused on both pedagogical strategies and psychotherapeutic approaches, demonstrating the need for an interdisciplinary approach to tackle the problem. This work contributes to the literature by consolidating dispersed knowledge and indicating future paths for educational research and practice.

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Ansiedade Matemática em Professores Brasileiros

Cited by 3 publications

References 20 publications

Microagressões no contexto de ensino e aprendizagem da matemática

Microagressões no contexto de ensino e aprendizagem da matemática

Teacher's Mathematical Anxiety: Theoretical Analysis and Content Validity of the Math Anxiety Scale for Teachers - Mast for the Brazilian Context

Math Anxiety

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