O processo de ensino-aprendizagem da matemática durante o período de ensino remoto emergencial

Abstract

The teaching of mathematics is one of the pillars in the formation of the individual. Through learning in this area, it becomes possible to solve everyday problems, plan resource expenditures, estimate duration and time limit, gather statistics, among other things. Until then, the teaching of mathematics in basic education had been carried out in person. Periodic plans were developed by the teachers, in person, so that classes could be held at each specific level. With the emergence of COVID-19 and the situation of social isolation, it was necessary to build a new teaching format, remotely. Remote education is different from face-to-face, being used as an emerging solution in the context of the pandemic. For this reason, this teaching required teachers to restructure the methodological practice, appropriating new means, materials and resources to carry out the classes. The present work had as general objective to observe how the teaching-learning process of mathematics is being developed in the context of remote teaching, from the perspective of teachers, emphasizing all the restructuring and adaptation carried out by the teachers, so that it would still be possible to teach in the pandemic scenario and consequently in social isolation. The technological means and resources that teachers used to conduct their classes, will also be presented. The study was based on Vygotsky's historical-cultural theory. The study included 10 mathematics teachers, aged between 30 and 60 years, from the States of Paraíba and Pernambuco, who teach in the modalities of Elementary Education (initial and final years), High School and Youth and Adult Education (EJA). For this, an online questionnaire about socio-demographic data and the remote methodological practice of teachers was prepared. The respective questionnaire was made available via WhatsApp and E-mails, in order to be answered by teachers in the mathematical field. Data analysis was performed through content analysis proposed by Bardin. After conducting the analysis, it became possible to get to know the reality experienced by these teachers by taking the math classes remotely. Information was obtained about the difficulties that arose in the remote teaching / learning process, the student / teacher interaction, the planning of classes and the use of virtual resources that made it possible to conduct classes through this format.