O processo avaliativo da matemática durante o período de ensino remoto emergencial

Abstract

The present study sought to understand how the evaluation process of the mathematics discipline has been developed in times of emergency remote teaching, due to the pandemic caused by COVID-19. For this purpose, a qualitative research was used by means of an electronic form, having as selection criteria the participation of mathematics teachers who were active in that period. The survey was attended by 11 teachers, 8 male and 3 female, who teach in classes of the final years of elementary and high school , from public and private schools in the states of Paraíba and Rio Grande do Norte. The form presented questions about their sociodemographic data and also some subjective questions about the evaluation process. The methodology used in this study was based on the content analysis proposed by Bardin (2011). The results obtained in the research showed that one of the greatest difficulties pointed out by teachers in the students' teaching-learning process was the lack of access to digital tools and platforms. Another problem found in the study was the lack of motivation on the part of students to follow and carry out the activities proposed by teachers, due to different issues brought about by the pandemic and remote education, which is yet another challenge for teachers in this context, as it is from the results found in the activities that they can investigate and understand the difficulties of their students and from them plan and teach their classes in order to facilitate teaching, especially mathematics.