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Navegando por Assunto "Ansiedade matemática"

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    Manifestações subjacentes da ansiedade matemática no sistema nervoso autônomo: uma análise da variabilidade da frequência cardíaca, desempenho matemático e função executiva em crianças escolares
    (Universidade Federal do Pará, 2019-03-11) SILVA, Marcos Guilherme Moura; TORRES NETO, João Bento; http://lattes.cnpq.br/7874863858825807; https://orcid.org/0000-0002-9155-9445; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
    Mathematical anxiety (AM) is one of the most studied emotional interferences in the mathematical reasoning process, being able to be associated to the deficits in the inhibitory control, compromising the performance during childhood. Investigating the physiological mechanisms of MA at the beginning of formal schooling may contribute to their identification and intervention strategies by teachers / researchers, enabling their management in school and non-school contexts. We investigated the HRV as a physiological parameter associated with the level of Mathematical Anxiety in children, while undergoing conditions of rest, mathematical performance test and inhibitory control test, analyzing their mathematical performances and executive functions. The study was conducted with 99 children of both sexes, aged 9 to 12 years, classified for Mathematical Anxiety and controlled for general anxiety. We identified for the first time an association of HRV non-linear results with the level of Mathematical Anxiety in children. At the moment that the mathematical tasks responded, children with greater AM presented reduction of vagal tone and significant reductions in approximate entropy (ApEn) and Sample Entropy (SampEn) - nonlinear measures that measure the regularity and complexity of systems. These relationships were not associated with general anxiety, indicating if it is an event moderated by Mathematical Anxiety. Our findings suggest that children with high AM may have a stress response associated with reduced HRV complexity, presenting patterns that may contribute to their characterization from the autonomic nervous system. In addition, the mediation models indicated a reciprocal relationship between Mathematical Anxiety and Mathematical Performance in children, when mediated by inhibitory control. Our research joins the efforts that have been undertaken in the area of Mathematics Education, especially those related to the study of emotional and cognitive aspects and their impacts on learning. We encourage the area to implement a systemic perspective of research and analysis that integrates behavioral, cognitive and physiological aspects.
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    Relações entre ansiedade matemática e a formação de professores: uma revisão sistemática em pesquisas acadêmicas (1998-2022).
    (Universidade Federal do Pará, 2024-02-29) MATOS, Maria Dulce Gonçalves de; LAMEIRÃO, Soraia Valeria de Oliveira Coelho; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
    Our research focuses on the mathematical anxiety (MA) of teachers in initial and/or continuing training. In this sense, we formulated the following research question: In terms of academic research, what factors potentiate the triggering or increase of math anxiety in teachers and/or future teachers in training? We sought to align this research question with the general objective by delimiting it as follows: To systematize factors that can trigger or increase mathematical anxiety in teachers and/or future teachers in training described in academic research. Our specific objectives are: i) to identify academic research in English and/or Portuguese that deals with mathematical anxiety and teacher training; ii) to investigate mathematical anxiety in teacher training; iii) to analyze possible relationships between mathematical anxiety and teacher training. Thus, based on the ideas of Bauer, Borba and Araújo, we chose to carry out qualitative research, using a bibliographical approach, specifically a systematic review from the perspective of Mendes and Pereira. We adopted theoretical contributions to talk about math anxiety, taking Carmo and his collaborators as our main reference. To deal with Neuroscience and Education, we used the contributions of Damásio, Lent, Guerra, among others. Following the systematic review protocol (research question, objectives, inclusion and exclusion criteria, Prisma Parameters and Joanna Briggs' Methodological Quality Assessment), we selected 55 (fifty-five) articles that addressed the subject of this investigation. In our immersion in the results of the research, we selected the following factors: negative experiences with mathematics; self-efficacy beliefs and attitudes towards mathematics; teacher training processes and gender stereotypes related to mathematics, with the potential to trigger or increase the mathematical anxiety of teachers and/or future teachers of basic education in training. Given this situation, we believe it is urgent to use different strategies to break the cycle formed by these factors in different environments, especially in the academic environment. In this sense, we see the importance of teacher training programs contemplating the analysis of the factors that potentiate and/or are responsible for triggering math anxiety in both students and teachers.
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