Investigando o ensino de matemática no contexto de pandemia

Abstract

The present work has as general objective to analyze the Teaching of Mathematics in the Early Years in remote classes, since we are experiencing a very adverse scenario, with schools closed due to the social isolation caused by the Pandemia of Covid-19. With the perspective of contributing with the knowledge of area, we have as specific objectives to identify the challenges that teachers face in remote education; describe teaching with the Additive and Problem Solving Field. As a theoretical basis to support and discuss the Teaching of Mathematics in the Early Years and the Resolution of Problems in the Additive Field, we have as authors Guerios; Agranionih; Zímer (2014), Muniz (2001), Nacarato; Mengali; Passos (2015), Nunes et al. (2005), Passos and Souza (2015), Smole and Diniz (2001), among others. There were studies of curricular documents such as the National Curricular Parameters of Mathematics (1997), the National Pact for the Literacy of the Right Age (2014) and the Common National Curriculum Base (2017). The methodology had a qualitative approach, seeking to describe and analyze the elements that make up the Teaching of Mathematics in the Early Years. Data collection took place from a semi-structured questionnaire containing 14 questions, applied to teachers from the 1st to the 5th year of a public school in the city of Santa Rita - PB. The results indicated that student participation and performance have been unsatisfactory, since many have no access to materials and classes for economic reasons. On the other hand, we identified an effort by teachers and school management to guarantee teaching to children in the Early Years. Regarding the Resolution of Problems in the Additive Field, the answers were not very clear, sometimes indicating the work with the operations, sometimes indicating aspects such as the playfulness and the effort of the teachers to reach their goals. It is concluded that in this context, there is no guarantee of learning in relation to Mathematics, there is the exclusion of children without access to education, there is little specificity in relation to working with Additive Field Problem Solving, in addition to the need for Teaching of Mathematics has more space in the process of teacher education, whether initial or continued.