MATHEMATICAL LEARNING AND HYBRID EDUCATION: POSSIBILITIES OF CUSTOMIZATION IN THE EARLY YEARS OF GROUND EDUCATION

• Autor(a) principal: Silva, Angelita Maria Schimitz
• Data de Publicação: 2020
• Outros Autores: Morais, Cleuma Ferreira Artimandes, Tiburtino, Neide Aparecida Costa Tolentino
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9273
• topic: Ensino Híbrido; Metodologia Ativa; Matemática.; Hybrid teaching; Active Methodology; Mathematics

This paper aims to propose a discussion and reflection on the possibilities of personalizing mathematical learning from hybrid education in the early years of elementary school. At a time when technology is increasing presence and can make it easier to meet the demand for action of a native digital generation, it is important to provide students in the early years the ability to build their mathematical logical thinking in a different, autonomous and personalized way. To achieve this goal, a qualitative bibliographic research was adopted, supported by the authors Bacich, Tanzi Neto and Trevizani (2015) and Bacich and Moran (2018), to understand the proposal of this article. As a result, it was observed that hybrid education is a the new millennium model, which comes to meet this new generation and to be an ally for the teachers, allowing to create and recreate different forms of personalization in mathematics education.