As competências socioemocionais e sua relação com o aprendizado da matemática

Abstract

This study aimed to elaborate and verify the implementation effects of an intervention project, whose actions are associated to the motivation increase of the eighth and ninth grade students of the Elementary School, through the analysis of their socio-emotional competences, for the participation and learned during the Mathematics classes. In order to do so, a case study should be carried out in a school of the state's educational network, in the municipality of Juiz de Fora/MG, with eighth and ninth-school year students, who underwent a diagnostic evaluation of their performance, and the socio-emotional competences towards Mathematics in two distinct semesters. The first semester of analysis (control group) consisted of a period without qualification of students with only diagnoses, without receiving any intervention; and the second semester (experimental group) consisted of a period without actions of attendance to applications applied to increase their motivation against Mathematics. The diagnosis was made by methods already validated in the literature, focused on the analysis of socio-emotional competences, in four different times: beginning and end of the control semester, and beginning and end of the experimental semester. As intervention actions were elaborated under theoretical literary foundation. Sixty-seven students from the eighth-school year (47 from the control group and 20 from the experimental) and 79 from the ninth-school year (15 from the control group and 64 from the experimental) were included. The data obtained through diagnostic evaluations were subjected to quantitative-descriptive analysis and linear multiple regression analysis, with the definition of significance established at p ≤ 0.05, in order to compare the differences between the data obtained in the control and experimental group. In the eighth-school year, there were statistically significant differences, with mean improvement with intervention in three competences: self-centered measures, self-efficacy and intrinsic motivation. In the ninth-school year, only the anxiety competence, according to Vignoli's analysis, presented a statistically significant difference. It was concluded that there was an average of the indexes of some socio-emotional competences related to student motivation after an implementation of the proposed intervention, so that they had greater participation and learned during the Mathematics discipline classes.