Motivação e emoções na aprendizagem da matemática no ensino básico

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Publicado: dez. 15, 2017

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Filipa Dinis
ISPA - Instituto Universitário
Portugal
http://orcid.org/0000-0002-6371-4719
Ana Borgas Leal
ISPA - Instituto Universitário
Portugal
http://orcid.org/0000-0003-1053-7832
Francisco Peixoto
ISPA – Instituto Universitário / CIE - ISPA
Portugal
http://orcid.org/0000-0001-7193-2284
Lourdes Mata
ISPA – Instituto Universitário / CIE - ISPA
Portugal
http://orcid.org/0000-0001-8645-246X
Vol. Extr., núm. 01 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogia. Área 1: APRENDIZAGEM, MEMÓRIA E MOTIVAÇÃO, Páxinas 191-195
DOI: https://doi.org/10.17979/reipe.2017.0.01.2547
Recibido: jul. 15, 2017 Aceito: dez. 11, 2017 Publicado: dez. 15, 2017
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Resumo

Pretendeu-se caraterizar a motivação e as emoções associadas à matemática, e analisar de que modo estas variam em função do desempenho nesta disciplina e do género dos alunos. Participaram no estudo 232 crianças portuguesas do terceiro ano do ensino básico, que responderam ao AEQ-ES e à MMS. Os resultados evidenciaram caraterísticas motivacionais positivas dos alunos face à matemática. Também a emoção positiva, prazer, surgiu mais associada à matemática do que as negativas. Constatou-se pouco efeito do género tanto na motivação como nas emoções. Relativamente ao desempenho, este surgiu significativamente associado às caraterísticas motivacionais e emoções vivenciadas pelos estudantes.

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motivação, emoções, aprendizagem, matemática

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