Metodologias ativas no ensino de matemática: um estudo sobre a combinação de aulas síncronas e assíncrona

Abstract

This study investigated the impact of combining synchronous and asynchronous classes in remote mathematics education, focusing on data collected during the supplementary term of 2021.1 at a federal university. Although the research was conducted in 2025, the data analyzed were gathered in 2021, a period marked by the emergency adoption of remote education due to the COVID-19 pandemic. It is important to note that the questionnaire used in the study was not designed by the author but was created and applied by the course professor at the time. The research employed a mixed-methods approach and involved 75 students from a Calculus 2 course. The analysis focused on three main areas: technological conditions, the effectiveness of combining synchronous and asynchronous moments, and the quality of YouTube as an educational resource. Results showed that 56% of students preferred the 50% synchronous and 50% asynchronous model, highlighting a balance between flexibility and interaction. Most students (86.6%) watched the preparatory videos in more than 70% of the classes, and 77.6% reported better learning outcomes when they prepared in advance, reinforcing the potential of flipped classroom strategies. Despite high familiarity with YouTube (97.3%), challenges such as ads and distractions were reported. Short videos using traditional teaching tools like chalkboard and marker were most preferred. Stable internet connectivity proved crucial, although 30.7% of students experienced issues during synchronous sessions. The study concludes that well-structured remote teaching can promote more equitable and effective learning, provided there is adequate technological infrastructure, high-quality materials, and ongoing teacher training.