Efeitos da aplicação de um programa de auxílio a estudantes do ensino fundamental com ansiedade matemática

Abstract

Math anxiety (MA) is characterized by specific aversive physiological responses and accompanying behavioral reactions elicited by stimuli or contingencies related to mathematics learning. This concept is further elaborated by considering three additional parameters: the frequency of responses, the intensity of the aversive stimulus, and the perceived uncontrollability or difficulty in avoiding the aversive situation. This study investigate the effects of an intervention program designed to reduce math anxiety in elementary school students. The thesis is organized into five chapters. Chapter 1 introduces the theoretical foundations of math anxiety, providing a literature review that explores key definitions, contributing factors, and available strategies for addressing MA. Subsequently, Chapter 2 offers a detailed description of the student intervention program, grounded in the principles of Programming Conditions for the Development of Behaviors. Chapter 3 presents Study 1, which investigated the application of the intervention program in 6th-grade elementary school students, a stage characterized by the transition between school cycles and an increase in academic demands, especially in mathematics. The intervention focused on teaching self-control emotional techniques and promoting adequate study habits to reduce MA. Chapter 4 replicated and expanded the findings of Study 1, introducing methodological modifications. Among them, it is noteworthy that there was an increase in the frequency of intervention sessions and in the sample to include students with extreme MA, as well as the incorporation of social skills in a school context as an integral part of the program. Finally, Chapter 5 sets out the concluding remarks, synthesizing the main findings of the studies, discussing their implications for the educational context, the limitations encountered, and the possibilities for future research to refine and disseminate interventions to reduce MA. The findings suggest that educational interventions combining emotional regulation and the formation of study habits can effectively reduce math anxiety and promote more positive attitudes toward mathematics.