MATHEMATICS TEACHERS’ PERCEPTIONS ABOUT REMOTE TEACHING IN PUBLIC HIGH SCHOOL IN JARÚ-RO

Abstract

The aim of this research was to understand the perception of mathematics teachers, from the city of Jarú-RO, about the challenges faced in the Return Education (ERE) modality, as well as the methodologies used and an assessment of their teaching practice in virtual and asynchronous activities. The research was carried out with six teachers from the state education network who taught mathematics classes in high school classes during the pandemic. They answered a questionnaire about the challenges and practices used in ERE, which was analyzed to understand how they behaved regarding the tools and procedures used in remote classes. The results showed that teachers had to adapt face-to-face teaching methodologies to ERE. Among the changes is the use of digital platforms to teach classes on social media, in addition to being a way for the student to communicate with the teacher at different times during class times. The resources of digital platforms and the use of social networks, in the teaching process, played a fundamental role in teaching work during the pandemic and, despite the methodological differences for face-to-face teaching, some of them were incorporated and adapted for face-to-face teaching, in order to benefit students’ learning.