CLASS PLANS AND MATH EDUCATION: WHAT DID THE COVID-19 PANDEMIC TEACH US?

Abstract

Math Education has, in recent years, been gaining ground in the production of scientific knowledge, as well as in its constant updating in the educational process. Investigating the ways, procedures, methods, and techniques through which pedagogue teachers, in the early years, teach Mathematics, is characterized by the construction of a theoretical-methodological framework with which each group of teachers or teaching network studied the evidence, contributing to the general and localized understanding of the intrinsic aspects of those, as well as the formulation of new proposals for the development of educational devices that excel in the quality of learning as well as the teaching process. In this way, this article aims to present a case study developed with five pedagogues’ teachers, working in five different municipal education networks in the State of São Paulo, about their understanding of the planning and evaluation necessary during and after the pandemic period, evidenced by the lesson plans produced in a continuing education course in 2020. Therefore, as an analysis methodology, we used the discourse analysis proposed by the French perspective, which allowed us to investigate the ideological bases of the discursive formations on the above-mentioned conceptions and, enunciated by the studied teachers in their written speeches. As a result, this study evidenced (i) categorical enunciation of evaluative forms during the pandemic period, (ii) use of the constructivist teaching perspective as an ideological basis for teaching, (iii) lack of procedural description of the methodological and evaluative devices for the process of planned teaching.