Resumen

PROENCA, Marcelo Carlos de; LUZ, João Alessandro da  y  MENDES, Luiz Otavio Rodrigues. Remote Education at School: an analysis of the difficulties of Mathematics teachers. Ensino em Re-Vista [online]. 2022, vol.29, e058.  Epub 08-Jun-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v29a2022-58.

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.

Palabras clave : Remote Teaching; Pandemic; Education; Mathematical.

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