Resumo

SILVA, Vilma Conceição da  e  MOURA, Francisco de Assis. Relation to know and its implications in mathematical school performance. Estilos clin. [online]. 2011, vol.16, n.2, pp.442-459. ISSN 1415-7128.

The diversity of Qualitative cognitive abilities of apprehension appears as a complicating factor for the public school mathematics teacher, the greatest challenge awaits when you can see the issue of subjectivity which is the subject student and comprise a complex of print in the classroom. The mathematics teacher committed to its activity, which is uncomfortable with the unfavorable results obtained, you can get in the fields of relationship to knowledge, psychoanalysis, and hence the field of subjectivity and complexity that make up. It was chosen for this study a method of qualitative analysis of data obtained through questionnaires given to subjects. The results show the importance given by students to the various events experienced in the school environment as critical to their positive or negative relationship with mathematical knowledge. In conclusion, this study breaks with the positivist idea that learning and teaching are intimately linked, highlighting the subjective phenomena of the educational process.

Palavras-chave : subjectivity; mathematics educations; high school teachers; adolescents.

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