Efetividade de intervenções para redução da ansiedade matemática

Rosemeire Aparecida Trebi Curilla; João dos Santos Carmo

doi:10.51207/2179-4057.20230005

Authors

Rosemeire Aparecida Trebi Curilla Univesidade Federal de São Carlos, São Carlos, São Paulo, Brasil
João dos Santos Carmo Univesidade Federal de São Carlos, São Carlos, São Paulo, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20230005

Keywords:

Mathematical Anxiety, Children and/or Adolescents, Systematic review, Psychopedagogical Strategies/Interventions, Psychopedagogy

Abstract

The aim of this study was to investigate the effectiveness of interventions to reduce mathematical anxiety (MA) in children and/or adolescents, systematizing suggestions for psycho-pedagogical care. A systematic review of MA was conducted, based on the PRISMA Protocol. The search, conducted in the ERIC, LILACS, PePSIC, SciELO, CAPES journals and Web of Science databases, covered January 2010 to January 2021, peer-reviewed empirical articles in Portuguese, Spanish and English and the combinations of descriptors: mathematics anxiety OR math anxiety, and their equivalents in Spanish and Portuguese. A total of 1,264 studies were identified and 24 were included because they met the inclusion and exclusion criteria. These studies were evaluated in relation to the effectiveness of the intervention, according to the parameters: efficacy, efficiency, effect maintenance and generalization and the findings presented through descriptive synthesis. The results suggest that interventions that emphasize pedagogical and psychotherapeutic aspects are more effective in reducing MA in children and adolescents, while those that use only one of these strategies have lower effectiveness. Regarding intervention procedures, educational strategies/programs involving mathematical skills training stand out; active recreational games; interactive learning in problem solving; peer-to-peer tutoring; and therapeutic anxiety reduction techniques, which cover mathematical intervention integrated into self-regulated learning. Implications to guide the practice of psycho-pedagogue are discussed in the light of scientific evidence and recommendations are pointed out for their action in case of MA.

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Author Biographies

Rosemeire Aparecida Trebi Curilla, Univesidade Federal de São Carlos, São Carlos, São Paulo, Brasil

Graduação em Pedagogia – Universidade Federal de São Carlos (UFSCar); Especialista em Educação Infantil e Gestão Escolar – UFSCar; Especialista em ABA: Análise do Comportamento Aplicada ao Autismo, Atrasos de Desenvolvimento Intelectual e de Linguagem – UFSCar; Especialista em Psicopedagogia Clínica e Institucional – UFSCar, .

João dos Santos Carmo, Univesidade Federal de São Carlos, São Carlos, São Paulo, Brasil

Bacharelado – Universidade Federal do Pará; Psicólogo – Universidade Federal do Pará; Licenciatura – Universidade da Amazônia; Mestrado em Teoria e Pesquisa do Comportamento – Universidade Federal do Pará; Doutorado em Educação – Universidade Federal de São Carlos (UFSCar); Professor adjunto do Departamento de Psicologia da UFSCar, Pesquisador do Instituto nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino (INCT-ECCE).

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