O MÉTODO DA SALA DE AULA INVERTIDA: UMA PROPOSTA PARA O ENSINO E APRENDIZAGEM DA MATEMÁTICA EM UM AMBIENTE REMOTO

Abstract

The motivation behind this study was the difficulties caused by the COVID-19 pandemic which ravaged the world affecting many different sectors but especially education. Suddenly, students and teachers stopped attending school in person, and teaching and learning had to be done remotely. Everyone had to experience new ways of teaching and learning through new digital technologies. Within several well-known methods, these Inverted Classrooms appeared to be more suitable for the new reality. Initially it was thought to be implemented in a hybrid way, contemplating both a remote stage and a in-person stage. However, in this new context, the method should have been applied 100% remotely. Thus, the guiding question of this study was: "Which aspects can serve as evidence in the teaching and learning of mathematics when all the stages of Inverted Classrooms occur remotely?" Based on the question to be answered, the general goal of this study is "to verify if the utilization of this Inverted Classrooms method, along with all stages being done remotely, contributes to the teaching and learning of mathematics". To answer the question and meet the proposed objective, activities were proposed to be developed by 7 high school sophomore students from a public school district inn Palmital/PR. The study followed the nature of qualitative research, opting for participant observation. Data from logbooks and semi-structured interviews was collected and analyzed, it was possible to identify several categories for analysis which has enabled us to answer the guiding question: Autonomy; Socialization; Structure; Teaching and Learning and Time. The analysis of the categories was carried out as proposed by Bogdan and Biklen (1994), i.e. a triangulation between the data collected, the theoretical framework and the researcher. Following the analysis of the categories it was possible to observe several aspects of evidence in the teaching and learning when all the stages of Inverted Classrooms happen remotely, such as greater autonomy and socialization, problems in the structure of technical support, improvement in teaching and learning and the importance of the time for teachers and students to assimilate the proposed method.