PERCEPTION OF PARENT-TEACHERS AND STUDENTS ABOUT MATHEMATICAL TASKS DURING REMOTE TEACHING

Abstract

The present study aims to investigate which criteria basic education teachers have used to plan, select and/or (re)design the mathematical tasks they propose to their students in the context of remote teaching; to describe how parents-teachers have perceived, monitored and evaluated their children's mathematical learning in remote environments; to describe how children of teachers, students, have perceived, performed, learned and evaluated the mathematical tasks proposed by their teachers in the remote environment. The qualitative study and data collection used an online questionnaire with open and closed questions (semi-open). The questionnaire was answered by 20 teachers who are parents and teach mathematics and 14 elementary school students who are children of teachers. From the study, the teachers revealed the importance of considering the reality of the students to plan, select and create mathematical tasks, pointing out the contextualization criterion, then the challenge criterion so that the student expands his ways of mathematical thinking, especially in the medium at a distance. In addition, the parent-teachers pointed out that their children's learning was stagnant and weakened and that their teachers' proposals were easy to solve. The students, children of teachers, revealed that the teachers varied in the types of tasks they proposed, highlighting tasks such as exercises, activities, games and problems.