Abstract:
This paper investigates the impact of affection in the construction of the knowledge of mathematics in adolescence, using, as an instrument, bibliographic review of studies and works which legitimate the inseparability of affection and cognition presented by the authors Piaget and Wallon. Reports of some situations experienced in the classroom are inserted which point out in what way affection is established in the construction of knowledge in the adolescent phase. The research examines Gómez Chacón in his approach on the emotions, beliefs and attitudes of the math learners and of the teachers. It seeks to understand how affection interferes in the mathematical performance in daily school life, upon giving value to affection in the learning environment, based on the presupposition that the educational activity overrides the act of teaching and learning formal knowledge. Besides this, the paper proposes, an appreciation of the ethics of diversity of the author D’Ambrosio, the ethics of caring as defended by L. Boff and Noddings and concludes with a reflection on faith as trust in learning and teaching, in a perspective presented by Fowler.
