O papel da família na aprendizagem matemática entre estudantes de uma escola pública no município de Salvador, Bahia

Abstract

This research entitled: The role of the family in mathematical learning among students at a public school in the city of Salvador, Bahia. It aims to investigate the conceptions that parents / guardians of students in a public school have about the “world of numbers” and the possible interferences in the learning of Mathematics in Ensino Fundamental II Elementary School II. For this reflection, this research resorted the authors: Donati (2011) who introduces an approach within the family relationship; Petrini (2003, 2005, 2008, 2009, 2010), Petrini e Alcântara (2015) that reveals family changes in the 21st century; Piaget (1977, 1983, 1998, 2002) who adds several contributions on the process of knowledge acquisition by the human being, particularly with regard to the child's development; D´Ambrósio (1986, 2001, 2002, 2005) and D’Ambrósio et al. (2004), who describes the relationship between Mathematics and mathematical education; finally, there is the contribution of Fiorentini (1995, 1996, 2013), who researches the trends in the teaching of the subject and its findings, concluding that different conceptual forms lead to different positions and decision-making in pedagogical action. The methodology developed is qualitative / descriptive / exploratory. Perspectives from theorists were applied Bogdan and Biklen (1994), with qualitative research in education; André (2012) with research in ethnographic education and Amado, Costa e Crusoé (2017) with the content analysis technique. In this way, field observations, semi-structured interviews with 12 (twelve) parents / guardians, 12 (twelve) students and two (02) teachers of the mathematical subject of the researched classes were used. It was evidenced in the research that the families' conceptions regarding mathematics, exerts a partial influence on the mathematical learning of their children. This influence was identified in two positive and negative poles. On the positive side, it demonstrated motivational aspects in students, awakening a taste for mathematical subject and learning for pre-adolescents and adolescents. In the negative, it highlighted demotivating aspects that make them believe in the inability to solve and understand the mathematical contents. It was noticed that the influence of conceptions was partial because they reveal other aspects that also contribute to the students' failure in mathematical learning, such as: unfavorable family environment, absence of didactic resources, teacher methodology, lack of routine for studies, among others.