COMIC STRIPS IN TEACHER TRAINING ON MATH ANXIETY
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2025v34n1.73526Keywords:
Mathematical Education, Comics, Teacher TrainingAbstract
This study investigates the attitudes of 10 early-year mathematics teachers who participated in training on mathematical anxiety through comic strips. The objective is: a) to analyze how teachers’ beliefs and attitudes can impact students’ mathematical anxiety, considering how their perceptions and values influence the teaching-learning process; b) examine how factors such as aversive teacher control and inadequate methodologies can generate risk behaviors for mathematical anxiety. The results indicate that teachers' beliefs and attitudes have a significant impact on students' perceptions, influencing the level of anxiety in relation to mathematics. The analysis revealed that, by understanding teachers' perceptions and values, it is possible to identify how these elements impact teaching-learning, highlighting aversive control and inadequate methodologies as factors that intensify mathematical anxiety.
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