Ensino remoto de matemática nas escolas públicas de Caxias: concepções de professores nos anos finais do ensino fundamental

Abstract

The shift from face-to-face teaching to remote classrooms led to the dropout of many students, leaving many professionals who work in the teaching area without knowing what to do to solve this major problem. In this context, this research proposes to explore the mathematics remote teaching in public schools, in Caxias – MA, aiming to investigate the teacher's conceptions and pedagogical resources in the final years of elementary school. Thus, the research seeks to draw the teachers’ profile, as well identify their conceptions of mathematical knowledge at the mentioned teaching level. In addition, the methodologies used in the teaching-learning process were investigated, paying attention to their effectiveness, benefits and redefinition of teaching practice with regard to mathematics remote teaching. The methodology used included a field research through a questionnaire prepared on the Google Forms platform, as well as a literature review carried out through relevant theoretical sources and legal documents. During the investigation, it was possible to find several positive and negative points related to the studied problem. In this context, the discussion about the use of technological-digital resources, as well as the necessary teacher training to handle them effectively, is gaining more and more space. It is concluded that the same technological and digital issues that are the target of some of the problems discussed are the same issues that, when worked with the right resources, objectivity and training, there are significant improvements in the remote mathematics teaching-learning process