Experiences in teaching Algebra in the 7th year in a remote context from an experience in the Supervised Internship

Abstract

This article is a product of the discussions and practices experienced in the Supervised Internship discipline of the Licentiate Degree in Mathematics at the Federal University of Minas Gerais (UFMG) through Emergency Remote Teaching in the face of the Covid-19 Pandemic. We highlight the studies and discussions carried out between the intern and her supervising teacher, during Mathematics classes, especially on the teaching of Algebra with a focus on the introduction to the study of equations. From practical classroom activities, we seek to reflect on two perspectives: one is the analysis of equation classes in the 7th year from studies on algebraic thinking in Mathematics Education in the context of Remote Emergency Teaching; the other is the development of this supervised internship and its contributions to the formation of the future teacher. We used the transcription of the synchronous classes performed, in addition to the tasks performed during the asynchronous work. As an analytical framework, we opted for some studies in the area of Mathematics Education, in particular, the teaching of Algebra, as well as about teaching experiences in a remote context. We conclude that the practices carried out in the supervised internship, even if remotely, contributed to the intern's teaching experience and strengthened her ability to mobilize theoretical references to respond to the demands that arise in a Mathematics classroom. The tasks developed with the 7th grade students in remote classes signaled the persistence of difficulties in the study of Algebra and important experiences in the training of the future teacher.