Abstract:
The goal of this research is to investigate and discuss the student relation with mathematics as well as to encourage significant learning from this curricular component, instigating ways of having a more humanized approach and more significant learning. It is widely known in the educational realm that mathematics, being an exact science, methodologically adopts rigid and many times inflexible forms of approach, preferentially using oral transmission and the practice of exercises as forms of learning, methods which are among some of the factors which distance students from the mathematics universe. That is why this work justifies itself because of the importance of including people in the universe of this component. The benefits of this study become concrete through the perception, understanding and acceptance that any person can learn math, relating to it positively. With this intent, the proposal of this work is to establish and improve the relation between individuals and math. This work deals with the inclusion of the history of this component as a way to situate the student in time and in the mathematical discoveries of the peoples who lived in ancient times. It also deals with the importance of taking care in the professor-student relation as a facilitating mechanism of learning, humanizing and including people who believe they are not capable of learning it. Some aspects which distance students from learning math are detailed and suggestions are presented for minimizing these aspects. This was a bibliographic research and for this paper, the study was based on the ideas of Guimarães (2012), Roque (2012), Rooney (2012) and Noddings (2013), Boff (2012). As a challenge, in the school context, the professors will need to review their practices, rethink their actions methodologically. It is observed that when math is approached in a practical and dynamic way its image of being distant and rigid is deconstructed, and this contributes greatly to a learning that is constituted democratically.
