AFETIVIDADE NA MATEMÁTICA: PERSPECTIVA DE UMA APRENDIZAGEM SIGNIFICATIVA

Abstract

This article was developed during the Lato Sensu Graduate Program in Teacher Training and Educational Practices at the Federal Goiano Institute - Campus Ceres. It is a fact that among school subjects, mathematics is the one that generally leaves negative marks, being one of the subjects with a high failure rate. In view of this context: What is the importance of the affective dimension in the school environment and how does the pedagogical practice of teachers favor mathematical learning? Thus, the objective of this article was to understand the importance of affectivity for meaningful learning in the discipline of mathematics and continuing education in the search for knowledge of methodologies that benefit the mathematical learning process. It is a qualitative research, with data collection in bibliographic references and documents, constituting an analysis of literature, which contributed to the discussions on the results and reflections on the theme under study, based on the ideas of authors: Freire (1996), Vygotsky (2010, 1984), Piaget (1973, 1967), Casassus (2008), D’Ambrosio (2009, 2001), among others. The results showed that the practice of mathematics teachers needs to be in line with students' affective, social and cognitive needs, contributing to their integral development. The cognitive process and affectivity work together to provide effective learning for students. It is necessary that the teacher is always up to date in his continuing education, to improve the practice in the classroom and use of different methodologies, thus making the teaching of mathematics attractive and meaningful for the students. Therefore, in order to improve the teaching-learning process in the discipline of mathematics, it is necessary that teaching be based on affectivity, relating to teacher training, initial and continuing, focused on the methodology that favors student learning.