O impacto da pandemia no ensino de Matemática: percepções de futuros professores

Abstract

This work was developed as part of the evaluation of the Supervised Internship I component, in the research modality. This stage is fundamental for the training of mathematics teachers, as it allows for investigation into their own practice and critical reflection on didactic-pedagogical strategies for the teaching and learning process. Therefore, this study aims to understand the repercussions of the pandemic on mathematics teaching, from the perspective of future mathematics teachers at the State University of Southwest Bahia (UESB), Vitória da Conquista campus. As a methodology, we adopted a qualitative approach, in which the data were produced through four interviews with future teachers regularly enrolled in the Supervised Internship I course during the 2024.1 academic period of the Mathematics Licentiate program at UESB, with the selection being specialized in the diversity of subjects expressed in the choice of participants from each internship group. Our study is ongoing, and here we present some analytical insights regarding the difficulties and strategies for addressing teaching and learning gaps and the challenges of remote teaching in the post-pandemic period. The results highlighted persistent problems, such as students' difficulty in interpreting mathematical problems and performing basic operations, as well as the need for diversified pedagogical approaches through planning. Furthermore, the importance of initial and ongoing teacher training in the face of contemporary realities in mathematics education is emphasized. When we propose to analyze these experiences, we are initiating a new perspective on our practices as mathematics teachers; therefore, this study contributes to understanding the transformations in the classroom and also to the importance of the field of research in mathematics teacher education, with a view to the post-pandemic world.