Possíveis evidências que contribuem para a mastofobia: um breve estudo para identificação de fatores indutores

Abstract

This work deals with a case study on the teaching-learning faces of mathematics, making a direct relation with the understanding of Matophobia in the school scenario. Interviews were conducted through questionnaires with a group of students, parents and teachers, with the analysis and study of the answers offered, I present the relationship in which specific aspects influence the proximity to mathematics, signaling situations and points of view. Through this study it was possible to analyze that the distance is not related to just one reason, the process starts with the parents in their family environment, passes through the individual as a student and ends in the teaching-learning process through the teachers. Matophobia is a process acquired in an environment, be it family or school, and the maturation of the conception of ways to better approach the discipline, whether the idea comes from teachers with a new teaching methodology, or a close monitoring of school life of the children by the parents, or even, the interest in breaking the challenges of learning the mathematics from the