Explorando la geometría a través del arteterapia: Propuesta para superar el miedo en el aula

Abstract

The main theme of this work is overcoming the fear of mathematics through art therapy. However, it is crucial to first understand what fear truly is. As Ana Pablos (2022) defines it, "Fear is a necessary reaction for survival because it manifests automatically in the face of danger." Based on this perspective, the fundamental aim of this work is to analyze and investigate how fourth-grade students learn numbers through art and an affective network (Universal Design for Learning – UDL). This is grounded in the idea that, according to Gómez Chacón (2011), in his book "Emotional Mathematics: Affects in Mathematical Learning," “A second category refers to the beliefs of the student (and the teacher) about themselves and their relationship with mathematics; it has a strong affective component and includes beliefs related to confidence, self-concept, and the causal attribution of academic success and failure” (McLeod, D.B, 1989b cited in Gómez Chacón, 2011, p.23). Therefore, the affective component becomes important as it is what allows establishing a relationship between the student and mathematics. Likewise, according to Gómez Chacón (2011), "the affective domain includes attitudes, beliefs, appreciations, likes and dislikes, emotions, feelings, and values" (Krathwohl, Bloom, and Masia, 1973, cited in Gómez Chacón, 2011, p. 22), which frames the present research intention. Additionally, our intention is to incorporate art therapy into the classroom, as it helps center, organize, and build self-confidence, thereby reducing the stress and anxiety that can cause fear. During the sessions, the goal will be to identify a general fear of mathematics and address it through art. Furthermore, it is important to mention that our aim is to use art to somehow overcome or reduce the various fears generated in math class. It is worth highlighting that, according to Marian Rojas (2018), "it is not about eliminating fear, but about knowing that it exists and learning to manage it correctly." This is where the following thesis proposal arises. Finally, this study seeks to make a significant contribution to the field of early education and mathematics teaching. By better understanding how emotions and the affective network influence number learning in childhood, the goal is to design more effective pedagogical strategies focused on the emotional well-being of children. It is also hoped that the results obtained will be useful for teachers, educational institutions, and policymakers in improving classroom pedagogical practices. The research will provide a solid foundation for fostering a positive and enriching learning environment where emotions are meaningfully integrated into the educational process.