Atitudes em relação à matemática: um estudo com professores e estudantes da região Centro-Oeste

Abstract

Attitudes are central elements of our social life, representing subjective evaluations and dispositions towards objects, people, ideas, or events. Formed through experiences, social interactions, cultural values, and various influences, attitudes are susceptible to change, especially in response to new information, experiences, or persuasion. A positive attitude can lead to supportive behaviors, while a negative attitude can result in avoidance or resistance. Attitudes vary in intensity, from mild preferences to strong emotions, and are related to several factors, including past experiences, personal values, and social contexts. This investigation, theoretically grounded in mathematics education, aims to analyze the attitudes of elementary school teachers, high school students, and Pedagogy students towards mathematics. Additionally, it seeks to analyze academic productions, such as dissertations, theses, and articles, that address attitudes towards mathematics from 1995 to 2023. Following a recognized trend in graduate programs in the country, the research will be presented in the form of articles. The dissertation, composed of two articles in the multipaper format, included a systematic literature review and an empirical study. The first article has the following objectives: a) to conduct a systematic literature review (SLR) and analyze academic productions, including dissertations, theses, and articles, that address attitudes towards mathematics; b) to investigate the possible attitudes towards mathematics education of high school and higher education students and elementary school teachers. In the first study, 27 studies were found using the descriptor "Mathematics Attitudes" and advanced search with Boolean operators AND and/or OR on digital platforms. With a time frame of twenty-eight years, this review provided insights into the need to disseminate studies on mathematics to promote a transformation in pedagogical practice. The second article presents an empirical research that investigates the attitudes of teachers and students towards mathematics and how these attitudes are influenced by sociodemographic variables. For this investigation, the Mathematics Attitude Scale developed by Brito (1996) was used. The sample consisted of 236 participants from cities around the Federal District, including both sexes and subdivided into high school students, Pedagogy students, elementary school teachers, and teachers with postgraduate degrees in various areas. The results indicated that education level is a predictor of positive attitudes towards mathematics. High school students and young Pedagogy students showed greater resistance to mathematics. In contrast, practicing teachers and those with postgraduate degrees showed positive attitudes towards the subject. Gender was also a predictor of negative attitudes, with women from high school to postgraduate showing greater aversion to mathematics. Age was positively correlated with attitudes, suggesting that as age increases, attitudes towards mathematics, whether positive or negative, also intensify. The systematic literature review and the empirical study conducted highlight the need to rethink mathematics teaching in the initial and continuing education of teachers.