Learning Mathematics in Supervised Teaching Practice in educational context COVID-19

• Autor(a) principal: Moreira, Catarina
• Data de Publicação: 2021
• Outros Autores: Fernandes, Dárida, Coelho, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v13i3.25527

The sudden change in society that came from the new pandemic context COVID-19 changed the educational and social paradigm. So, it was necessary to adapt the management of resources and knowledge acquired on the teaching and learning process in a continuous and asynchronous way with students in the new context of Distance Learning, in the initial training of teachers. In this new paradigm, it is imperative to differentiate pedagogically, as each student is an individual being with their own needs and motivations. On the other hand, it is vital to continue to promote educational experiences that articulate knowledge, with special emphasis on Mathematics, a subject that is unloved by several children. Based on these conceptions, in the Supervised Teaching Practice of the Master in Teaching of the 1st CEB and of Mathematics and Natural Sciences in the 2nd CEB, an attempt was made to establish strong and significant links between Mathematics and the students’ daily life and to carry out a case study in a class of the 5th year of schooling, where different individual teaching strategies were applied on new mathematical learning platforms. In this way, it is possible to share some of the results obtained and establish positive relationships between Mathematics, Pedagogical Differentiation and Meaningful Learning, in Distance Learning, with beneficial consequences for children’s mathematical learning.