Erros e Emoções na Educação Matemática: Um Mapeamento Sistemático da Literatura
Errors and Emotions in Mathematics Education: A Systematic Mapping of Literature
DOI:
https://doi.org/10.31416/rsdv.v12i1.559Abstract
Contextualization: Mathematics Education has been studying issues involving identification, analysis and interpretation of mistakes made by students for a long time, but the fact that making mistakes in mathematics can generate negative affectivity in students is still little studied. Gap: In the process of studying Mathematics, making mistakes is practically inevitable, which generally has a negative connotation for students and makes them experience negative emotions and feelings towards Mathematics, which is still a little studied process. Objective: The objective of this study was to describe a systematic mapping of the literature in order to identify the theories applied to this type of study and how this field of knowledge is being organized, as well as to know what is the student's bond with mathematical error. Method: A systematic mapping was carried out to learn about the theories applied in studies directed at the affectivity of students in Mathematics classes and their relationship with mathematical error. Result: |The types of emotions experienced by students during math classes were identified, the journals that include studies on this subject and their respective theories. Conclusion: It was found that the affective relationship of students with mathematical errors is directly linked to their academic performance. The low number of primary publications in the area relating the mistakes made by students to their emotional and affective states around their studies in Mathematics, showed a great field for the development of future research. Thus, this study presents itself as a contribution to this large area of knowledge.
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