A influência da ansiedade matemática nos projetos de vida dos estudantes do terceiro ano do ensino médio

Abstract

This study aimed to analyze how math anxiety influences the choice of Life Projects by third-year high school students within the context of the New High School curriculum. The guiding question was: how does math anxiety influence the choice of Life Project and, consequently, the students' future? The theoretical framework addressed math anxiety as a phenomenon involving emotional, cognitive, physiological, and behavioral components, resulting from negative school experiences, pressure for performance, decontextualized methodologies, and pedagogical practices that do not always favor conceptual understanding or emotional support. The methodology consisted of qualitative research, using an investigative questionnaire on math anxiety to explore and interpret perspectives on the topic. The conclusions, after analyzing the theoretical framework and the questionnaire responses, highlighted that mathematics, although essential, is perceived by many students as a source of fear and insecurity, which can lead to avoidance, low self-confidence, and difficulties in problem-solving. In the context of the new high school curriculum, where students must choose educational pathways and set academic and professional goals, the presence of this anxiety tends to restrict their possibilities, influencing—consciously or unconsciously—the development of their life plans and, consequently, their futures.