Banca de DEFESA: ARIEL SANTOS DA SILVA

THE EXPERIENCE OF EMPATHY IN THE EXPERIENCE OF TEACHING PRACTICE AND MATHEMATICS LEARNING

Empathy. Mathematics Teaching. Learning difficulties.

This work addresses the topic of empathy between educator and student. More
precisely, we will address the following investigative question: how do
mathematics teacher’s experiences of empathy experienced as students affect
their learning processes and how can teachers of this discipline have a more
empathetic position towards their students? To answer this question, descriptive
qualitative research was carried out based on the phenomenological method
according to the variant proposed by Sanders for empirical phenomenological
research. In this research it was observed that teachers recognize the importance
of empathy in learning mathematics, this recognition being based on the belief
that if they had had empathy from their teachers, that is, if teachers had paid more
attention, presented more openness to identify the learner’s difficulties and had
established more affective relationships with the students, the teachers could
have achieved better results in terms of the student’s learning processes