Perceptions of Math teachers on remote classes: an analysis in the light of grounded theory

• Autor(a) principal: Ritter, Denise
• Data de Publicação: 2021
• Outros Autores: Schmitz, Gabriela Luisa, Bulegon, Ana Marli, Tolentino-Neto, Luíz Caldeira Brant de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2965
• topic: Ensino Remoto; Ensino de Matemática; Percepções de Professores; Teoria Fundamentada nos Dados; Remote Classes; Math Teaching; Teachers Perception; Grounded Theory; Enseñanza Remota; Enseñanza de Matemáticas; Percepciones de Professores; Teoría Fundamentada

The Covid-19 pandemic, that hit the world in 2020 has impacted people’s life, altered the ways we use to perform classes which are now taught out remotely. Given this scenario, we aimed to investigate the perceptions and challenges faced by public school mathematics teachers with remote classes. Therefore, along the second semester of 2020, five mathematics teachers who work in public schools were interviewed. As a method of data analysis, Grounded Theory was used, which allows to deepen the understanding of the phenomenon under study and to elaborate a substantive theory that represents it. Considering the results, it was observed that the greatest difficulty reported by teachers is related to knowing if students are really learning and that not all students can participate fully in remote classes. In addition, it is emphasized that, despite the great efforts being made by schools, teachers, and students, learning is compromised and this fact will impact students' development and school performance in later years.