Um estudo investigativo sobre as dificuldades dos professores de Matemática iniciantes do ensino remoto

Abstract

Many researchs bring reports of difficulties that beginning teachers faces in the classroom with face-to-face teaching, such as lonelyness, lack of preparation to deal with students, with educational management, among others. However, we have a new teaching that is plaguing teachers even more, since they have no major studies that they can consult to feel a little less unprepared, which is remote teaching, started in 2020 by the unfornate Covid-19 world pandemic. Therefore, this work initially aimed to raise the main difficulties that beginning mathematics teachers are facing with this remote teaching, through a qualitative/quantitative methodology, with the proposal of analyzing a questionnaire for elementary 2 and high school mathematic teachers, with no distinction of brazilian location. As this goal was not achieved by the lack of approval from the Ethics Committee in time, the main objective of this work was to survey the research already done, the main difficulties of beginning teachers in general and also the most challenging contents for math teachers and students, through a qualitative methodology, leading to the production of activity sheets that can be proposed for high school math teachers.