Razão e emoção: a influência da afetividade na aprendizagem da matemática segundo alguns professores que ensinam matemática

Abstract

This study aims to understand what is the importance given by some professionals who teach math when it comes to the affective relationship that they set (or not) to their students, how they express that this is related to the child’s cognitive development and also to their school progress. Bibliographic researches have been developed about authors who studied affection and learning in the classroom. The data collection was done using a questionnaire applied to math teachers at the distinct levels of education. It was realized that the importance given by the math teachers concerning affection associated with learning math does not decrease when the schooling levels increase; however at the kindergarten the teachers point out that affection is an inherent part of the teaching-learning process, while it appears as a complement of the process at the other levels. It was also verified that, for the interviewed teachers, the presence of affection in the relationship between teacher and student makes the student learning more effective and meaningful.