Affectivity in mathematics teaching
a systematic review of reaserch published in an international scope
DOI:
https://doi.org/10.51359/2177-9309.2024.260378Keywords:
Affectivity, Teaching, MathematicsAbstract
This paper is an excerpt from a doctoral thesis in progress at the Post Graduation Program in Mathematics and Technological Education at the Federal University of Pernambuco, Brazil, which began to be worked on in early 2022. Its aim is to comprehend how studies about affectivity in the Mathematics teaching has been developed at an international scope, since 2018 to 2022. In this way, a qualitative study was carried out based on the characteristic stages of a Systematic Literature Review (SLR). The search was carried out in the digital library of the Education Resources Information Center (ERIC), using descriptors such as “Affectivity AND Mathematic” and “Affective domain AND Mathematic”. To select the relevant publications that would enable us to achieve the proposed aim, exclusion criteria were established, including works published in the given period, researches focused on Mathematics and works that focused on the role of the teacher. The analysis of the selected publications showed that the interactions established in the school environment affect emotions and attitudes of teachers and students in relation to Mathematics, in such a way that while the teachers affective bonds influence their methodology, the students feelings in relation to Mathematics shapes their behavior, impacting positively or negatively in their learning. Therefore, the relationship between affective domain descriptors (beliefs, attitudes and values) and the Mathematics teaching and learning process is an important issue to be considered in teaching, especially in future research in this area, given the low rate of publications about this topic.
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