Remote education at school: analysis of difficulties of mathematics teachers

• Autor(a) principal: Proença, Marcelo Carlos de
• Data de Publicação: 2022
• Outros Autores: Luz, João Alessandro da, Mendes, Luiz Otavio Rodrigues
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/67377
• topic: Ensino Remoto; Pandemia; Educação; Matemática; Remote Teaching; Pandemic; Education; Mathematical; Enseñanza remota; Pandemia; Educación; Matemáticas

In view of the adversities of education during the COVID-19 pandemic, this article seeks to analyze and highlight the difficulties encountered by mathematics teachers when exercising remote teaching during this period. In this qualitative and descriptive study, 18 teachers from public and private schools participated. Data were collected through an electronic questionnaire and discussed with Bardin's content analysis, from which four categories of difficulties emerged: I – Difficulties in skills for the use of technologies; II – Infrastructure difficulties for remote learning: internet access, software and equipment; III – Difficulties related to students: lack of face-to-face pedagogical service, low attendance and lack of interest; IV – Difficulties related to teachers: adaptation to remote work and increased workload. Such difficulties highlight the need for digital literacy of teachers through continuing education as well as the need for infrastructure investments in public schools.