TEACHING MATHEMATICS IN THE PANDEMIC REALITY: TECHNOLOGICAL TOOLS USED IN THE FINAL YEARS OF ELEMENTARY SCHOOL

ABSTRACT:

This article presents a research about the technological tools chosen and used by Mathematics teachers, during the period of remote classes, caused by the Covid-19 pandemic. It is based on authors such as Van de Walle (2009), Garcia (1999), D’Ambrosio (2014), Machado (1997; 2013), Baraldi (1999) and Valente (1999). Methodologically, it is a qualitative approach research in which 23 Mathematics teachers, from the metropolitan region of Porto Alegre, through an online questionnaire with 13 questions. Of these teachers, 20 worked in public schools and four in private schools. To carry out the analysis of the corpus, we used the Discursive Textual Analysis, according to Moraes and Galiazzi. After categorizing the answers, it appears that most teachers define Mathematics as a science that helps to understand the world. Regarding technological resources, the main ones were: GeoGebra to teach geometry and equations; websites for games, exercises and simulations; YouTube and video conferencing platforms for communication with students. Using these resources increased student participation and interest in classes and led teachers to learn about technology.

Keywords:
Mathematics; pandemic; reality; technological tools