Relações entre ansiedade matemática e a formação de professores: uma revisão sistemática em pesquisas acadêmicas (1998-2022).

Abstract

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.