Desafios das aulas matemática no ensino remoto: Um estudo sobre as dificuldades dos professores

Abstract

In March 2020, the World Health Organization (WHO) declared the COVID-19 pandemic. Along with it came social isolation and various containment measures for the new virus, which profoundly impacted diverse sectors of society. In the field of education, Emergency Remote Teaching was implemented as a solution adopted by countries like Brazil to ensure the continuity of school activities during the period of social distancing. Mathematics, often regarded as one of the most complex subjects in the school curriculum, faced even greater challenges. The abrupt transition from in-person to remote teaching, combined with the intrinsic difficulties of teaching the subject, posed significant obstacles to teachers, who had to adapt quickly to this new reality. This study aims to understand the main challenges faced by mathematics teachers during the period of Emergency Remote Teaching, as well as to identify the strategies and resources that supported them in this context. Furthermore, it seeks to reflect on how the difficulties encountered can contribute to the improvement of pedagogical practices and the development of future perspectives, promoting more efficient and dynamic mathematics teaching and learning. To achieve these objectives, a qualitative approach was adopted, structured through a narrative literature review. Data collection was conducted on academic platforms such as SciELO and Google Scholar, using descriptors like "challenges,remote teaching,mathematics classes,"and "teachers."The selected articles were published in the last four years and met inclusion criteria related to the relevance of the studies and their direct connection to the investigated topic. Additionally, an online questionnaire was administered to four high school mathematics teachers from Nossa Senhora do Patrocínio State School, located in Pio IX, Piauí. The information obtained was organized in a spreadsheet containing data such as author, year of publication, title, objectives, methodology, main results, and conclusions regarding the challenges faced. The analysis of the results integrated information from the literature review with the teachers’ responses, enabling a comprehensive and well-founded discussion of the topic. This approach emphasized the lessons learned and contributions to future pedagogical practices aimed at teaching mathematics in adverse scenarios.