Narratives of affective memories in mathematics teaching in a CAMPUS XII/UNEB pedagogy class

Abstract

This experience report aims to share the affective memories of mathematics teaching in the school trajectory of Pedagogy students at the University of the State of Bahia, Campus XII. In the narratives produced, some students highlight mathematics as a painful process that left negative marks, which need to be overcome, since the discipline is part of their learning process. They also emphasize the role of the teacher as a mediator in the experiences narrated and lived in the training spaces in basic school, which influenced whether or not to like mathematics, impacting their learning in a positive or negative way. The narratives of the students' affective memories brought to the Pedagogy classroom a moment to relive and recount their past, reporting to their colleagues and the teacher what was in fact considered affectivity during the learning process. and consider mathematics as another subject in the student's curriculum.