Atitudes em relação à Matemática de estudantes ingressantes no Ensino Médio: construindo um modelo teórico para análise de suas narrativas

Abstract

In this dissertation, linked to the Graduate Program in Education (PPGE) of the Federal University of São Carlos (UFSCar) - research line "Education in Science and Mathematics" - Mathematics Education Axis, we aimed to understand the attitudes, meanings and experiences of high school students in a public school in Minas Gerais in relation to school mathematics. Located in the field of studies in the Psychology of Mathematics Education, the intention of this master's research is to contribute to the theoretical-methodological field of the area by seeking to understand the reasons for feelings of avoidance and aversion to the discipline, constituted, from what we have seen in school practice, by the excessive focus on the application of procedures and rules in isolation. To this end, using a qualitative-quantitative approach, combined with Fritz Schütze narrative method, data production involved the application of a Likert-type Aiken Attitude Scale, translated, adapted and validated by Brito (2006) and, in a more qualitative way, after gauging the students' attitudes, we selected four of them so that they could narrate their biographies in terms of their senses and experiences with mathematics at school. In view of the research objectives, two narratives were analyzed, which made it possible to achieve what we set out to do: create a theoretical model for their analysis. In terms of results, it was possible, through the students' accounts and the existing literature, to see that the relationship between teacher and student; learning mathematics; and the phases of school transitions influence attitudes towards the subject.