Desvendando a relação entre ansiedade e desempenho matemático de alunos do 6º ano
DOI:
https://doi.org/10.48017/dj.v10i3.3438Palavras-chave:
peformance academica, programa de intervenção, estratégias de ensinoResumo
Este estudo investiga a influência da ansiedade em matemática no desempenho acadêmico de 56 alunos do 6º ano da DMMMSU-MLUC LES. Dificuldades conceituais e percepções negativas contribuem para o aumento da ansiedade, prejudicando o desempenho acadêmico dos alunos. Estratégias de enfrentamento, como o fortalecimento da autoconfiança, a prática constante e o apoio de professores e colegas, revelam-se essenciais para reduzir a ansiedade matemática. Foi adotada uma abordagem de métodos mistos, com aplicação de questionários e entrevistas a 20 alunos selecionados. Os resultados mostraram uma leve melhora nas notas de matemática, de 87,96 para 88,88, com média geral de 88,42. A avaliação da ansiedade revelou um nível moderado (média de 3,30). A análise de correlação indicou uma relação negativa moderada (r = -0,58, p = 0,049) entre ansiedade matemática e desempenho acadêmico. Com base nesses dados, foi desenvolvido o programa de intervenção “Math3matics: Empower, Excel, Exceed”. O programa propõe estratégias de ensino centradas no aluno, incluindo atividades interativas, colaboração entre pares e exercícios de fortalecimento da confiança. Ele visa criar um ambiente de aprendizagem solidário, promover uma mentalidade de crescimento e melhorar o desempenho em matemática dos alunos do 6º ano. Essa abordagem reforça a importância de estratégias de ensino eficazes aliadas a um ambiente que apoie o bem-estar emocional dos estudantes.
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