Towards an Understanding of Mathematical Imaginaries in Contemporary Secondary Education
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Abstract
The research explores the mathematical imaginaries in middle school students and their influence on learning and attitude towards mathematics. A theoretical framework is established to
explore how beliefs and social practices shape the mathematical constructions of students, allowing
the identification of the meanings and creations of reality configured around this discipline and
its impact on the teaching and learning processes. The qualitative methodology, with an inductive approach, used semi-structured interviews with 20 students selected by convenience, considering
variables such as gender, origin and academic performance to ensure diversity. The data were
analyzed using grounded theory and systematic coding, allowing emerging categories to be identified that enriched the analysis. The results reveal positive perceptions, such as the practical
usefulness of mathematics in daily life and the development of critical thinking, which foster a
proactive attitude towards learning, while negative perceptions, such as anxiety, generate significant
barriers. The creations reflect how students integrate mathematics into their daily and professional
lives, highlighting both benefits and challenges. In conclusion, the inductive approach revealed
a dual sketch of mathematical imaginaries: pressure and anxiety in the face of critical skills and empowerment, influenced by rigid methodologies and gender stereotypes, in contrast to cognitive flexibility and preparation for the future.
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