SENTIDOS ATRIBUÍDOS À MATEMÁTICA

PERCEPÇÕES DE ALUNOS DE PEDAGOGIA DA SUA TRAJETÓRIA NA EDUCAÇÃO BÁSICA

Abstract

This article aims to explore the meanings that undergraduate Pedagogy students attribute to mathematics based on their experiences as learners during Basic Education. The study draws on data collected through a questionnaire completed by 21 Pedagogy students enrolled from the fourth semester onward. Grounded in Vygotsky’s Cultural-Historical Theory and Leontiev’s Activity Theory, the research identifies three key analytical categories: memories of mathematics classes in Basic Education; the process of learning mathematics throughout Basic Education; and personal experiences and interactions with mathematics during that period. The findings indicate that both positive and negative meanings associated with mathematics teaching and learning are closely tied to the students’ earlier educational experiences—particularly how mathematical content was presented, the instructional approaches used by their teachers, and the affective relationships established between teachers and students. The study concludes that mathematics teachers in Basic Education play a crucial role in shaping students’ learning experiences and attitudes toward the subject.