The adaptation of High School Mathematics teachers to teaching during the pandemic
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/34506 |
Resumo: | With the arrival of COVID-19 in Brazil in 2020, it was necessary to take actions to try to mitigate the spread of the virus, among the measures adopted was the closing of schools and consequently a stoppage in classes. In an attempt to maintain maximum social isolation, many companies used remote work, where employees worked from their homes, following this example, Emergency Remote Teaching (ERE) was implemented in the country, a model in which students were able to access classes in their homes. Later, with the advancement of vaccination in the country, hybrid teaching was adopted. However, the educational system suffered from this change as most professionals were not used to working with technology in their classes. This article deals with a research developed through semi-structured interviews with high school mathematics teachers who worked in the years 2020 and 2021 with the objective of identifying difficulties faced by mathematics teachers in the transition from the face-to-face model to the remote and hybrid models. It is possible to perceive the practically non-existent preparation that these professionals received throughout their training, their concern with student learning and the difficulty in adapting to the use of technology as a teaching tool. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001. |
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The adaptation of High School Mathematics teachers to teaching during the pandemicLa adaptación de los profesores de Matemáticas de Secundaria a la docencia durante la pandemiaA adaptação dos professores de Matemática do Ensino Médio para o ensino durante a pandemiaEnseñanza a distanciaEnseñanza semipresencialTecnologíaAprendizaje.Remote teachingBlended teachingTechnologyLearning.Ensino RemotoEnsino HibridoTecnologiaAprendizagem.With the arrival of COVID-19 in Brazil in 2020, it was necessary to take actions to try to mitigate the spread of the virus, among the measures adopted was the closing of schools and consequently a stoppage in classes. In an attempt to maintain maximum social isolation, many companies used remote work, where employees worked from their homes, following this example, Emergency Remote Teaching (ERE) was implemented in the country, a model in which students were able to access classes in their homes. Later, with the advancement of vaccination in the country, hybrid teaching was adopted. However, the educational system suffered from this change as most professionals were not used to working with technology in their classes. This article deals with a research developed through semi-structured interviews with high school mathematics teachers who worked in the years 2020 and 2021 with the objective of identifying difficulties faced by mathematics teachers in the transition from the face-to-face model to the remote and hybrid models. It is possible to perceive the practically non-existent preparation that these professionals received throughout their training, their concern with student learning and the difficulty in adapting to the use of technology as a teaching tool. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001.Con la llegada del COVID-19 a Brasil en 2020, fue necesario tomar acciones para tratar de mitigar la propagación del virus, entre las medidas adoptadas estuvo el cierre de escuelas y consecuentemente la paralización de clases. En un intento de mantener el máximo aislamiento social, muchas empresas utilizaron el trabajo remoto, donde los empleados trabajaban desde sus casas, siguiendo este ejemplo, se implementó en el país la Enseñanza Remota de Emergencia (ERE), un modelo en el que los estudiantes podían acceder a clases en su casas. Posteriormente, con el avance de la vacunación en el país, se adoptó la enseñanza híbrida. Sin embargo, el sistema educativo sufrió este cambio ya que la mayoría de los profesionales no estaban acostumbrados a trabajar con tecnología en sus clases. Este artículo trata de una investigación desarrollada a través de entrevistas semiestructuradas a profesores de matemáticas de secundaria que laboraron en los años 2020 y 2021 con el objetivo de identificar las dificultades que enfrentan los profesores de matemáticas en la transición del modelo presencial al remoto y remoto. modelos híbridos. Es posible percibir la preparación prácticamente inexistente que recibieron estos profesionales a lo largo de su formación, su preocupación por el aprendizaje de los estudiantes y la dificultad para adaptarse al uso de la tecnología como herramienta didáctica. El presente trabajo fue realizado con el apoyo de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) - Código de Financiamiento 00.Com a chegada da COVID-19 ao Brasil no ano de 2020 foi necessário que houvesse ações para tentar amenizar a propagação do vírus, entre as medidas adotadas estava o fechamento das escolas e consequentemente uma paralisação nas aulas. Na tentativa de manter o máximo de isolamento social muitas empresas empregaram o trabalho remoto, onde os funcionários trabalhavam de suas casas, seguindo esse exemplo foi implementado no país o Ensino Remoto Emergencial (ERE), modelo no qual os alunos conseguiram ter acesso às aulas em suas casas. Posteriormente com o avanço da vacinação no país foi adotado o ensino hibrido. No entanto, o sistema educacional sofreu com essa mudança visto que boa parte dos profissionais não estava habituada ao trabalho com tecnologia em suas aulas. Este artigo trata de uma pesquisa desenvolvida através de entrevistas semiestruturadas com professores de matemática do ensino médio que atuaram nos anos de 2020 e 2021 com o objetivo de identificar dificuldades enfrentadas por professores de matemática na transição do modelo presencial para os modelos remoto e hibrido. É possível perceber a preparação praticamente inexistente que esses profissionais receberam ao longo de suas formações, sua preocupação com a aprendizagem dos alunos e a dificuldade em se adaptar ao uso da tecnologia como ferramenta de ensino. O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Código de Financiamento 001.Research, Society and Development2022-09-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3450610.33448/rsd-v11i12.34506Research, Society and Development; Vol. 11 No. 12; e248111234506Research, Society and Development; Vol. 11 Núm. 12; e248111234506Research, Society and Development; v. 11 n. 12; e2481112345062525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34506/29039Copyright (c) 2022 Valéria Guedes Pinheiro; Pedro Lucio Barbozahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPinheiro, Valéria Guedes Barboza, Pedro Lucio 2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34506Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:46.700364Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The adaptation of High School Mathematics teachers to teaching during the pandemic La adaptación de los profesores de Matemáticas de Secundaria a la docencia durante la pandemia A adaptação dos professores de Matemática do Ensino Médio para o ensino durante a pandemia |
title |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
spellingShingle |
The adaptation of High School Mathematics teachers to teaching during the pandemic Pinheiro, Valéria Guedes Enseñanza a distancia Enseñanza semipresencial Tecnología Aprendizaje. Remote teaching Blended teaching Technology Learning. Ensino Remoto Ensino Hibrido Tecnologia Aprendizagem. |
title_short |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
title_full |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
title_fullStr |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
title_full_unstemmed |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
title_sort |
The adaptation of High School Mathematics teachers to teaching during the pandemic |
author |
Pinheiro, Valéria Guedes |
author_facet |
Pinheiro, Valéria Guedes Barboza, Pedro Lucio |
author_role |
author |
author2 |
Barboza, Pedro Lucio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pinheiro, Valéria Guedes Barboza, Pedro Lucio |
dc.subject.por.fl_str_mv |
Enseñanza a distancia Enseñanza semipresencial Tecnología Aprendizaje. Remote teaching Blended teaching Technology Learning. Ensino Remoto Ensino Hibrido Tecnologia Aprendizagem. |
topic |
Enseñanza a distancia Enseñanza semipresencial Tecnología Aprendizaje. Remote teaching Blended teaching Technology Learning. Ensino Remoto Ensino Hibrido Tecnologia Aprendizagem. |
description |
With the arrival of COVID-19 in Brazil in 2020, it was necessary to take actions to try to mitigate the spread of the virus, among the measures adopted was the closing of schools and consequently a stoppage in classes. In an attempt to maintain maximum social isolation, many companies used remote work, where employees worked from their homes, following this example, Emergency Remote Teaching (ERE) was implemented in the country, a model in which students were able to access classes in their homes. Later, with the advancement of vaccination in the country, hybrid teaching was adopted. However, the educational system suffered from this change as most professionals were not used to working with technology in their classes. This article deals with a research developed through semi-structured interviews with high school mathematics teachers who worked in the years 2020 and 2021 with the objective of identifying difficulties faced by mathematics teachers in the transition from the face-to-face model to the remote and hybrid models. It is possible to perceive the practically non-existent preparation that these professionals received throughout their training, their concern with student learning and the difficulty in adapting to the use of technology as a teaching tool. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34506 10.33448/rsd-v11i12.34506 |
url |
https://rsdjournal.org/index.php/rsd/article/view/34506 |
identifier_str_mv |
10.33448/rsd-v11i12.34506 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34506/29039 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Valéria Guedes Pinheiro; Pedro Lucio Barboza https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Valéria Guedes Pinheiro; Pedro Lucio Barboza https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 12; e248111234506 Research, Society and Development; Vol. 11 Núm. 12; e248111234506 Research, Society and Development; v. 11 n. 12; e248111234506 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
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UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052798149328896 |