Emoção, cognição e desafio intelectual na aprendizagem matemática
fundamentos da neuroeducação para a educação básica
Keywords:
Emoção e cognição, Neuroeducação, Ansiedade matemática, Autorregulação, Ensino de matemáticaAbstract
Mathematics learning has long been understood through a rationalist perspective that separated emotion from reason. However, advances in cognitive sciences and neuroscience have demonstrated that emotional and cognitive processes operate in an integrated manner within brain functioning, directly influencing knowledge construction. This qualitative and theoretical-bibliographic study analyzes how emotional factors interfere with cognitive processes involved in mathematical problem-solving and self-regulated learning in Basic Education. Drawing on authors such as Damasio, Immordino-Yang, Efklides, Schoenfeld, Zimmerman, Kapur, and Howard-Jones, the paper discusses the integration between emotion and cognition, the impact of math anxiety on working memory, the role of metacognition and self-regulation, as well as the importance of intellectual challenge and productive failure. The study concludes that pedagogical practices that combine cognitive rigor and emotional support promote deeper, critical, and long-lasting learning, provided that neuroeducation principles are incorporated critically and contextually.
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