Videoaulas de matemática para os 2º e 3º anos do ensino fundamental: um olhar sobre as ofertas da rede municipal de ensino de Curitiba em 2020

Abstract

To promote an analysis of a possibility of Open and Distance Learning for student learning, used in 2020, in the remote period of classes, due to the pandemic situation caused by COVID 19, observations were watched and made regarding 65 Mathematics video classes of the 2nd and 3rd year of the Early Years. These distance classes were made available by the Municipal Department of Education of Curitiba, which used technological means as a possible alternative proposal to offer “classes inside the homes” of students through the digital platform YouTube, which remain in an Internet repository until this moment. This work was carried out first in search of literature that supported the use of digital technologies in the Teaching of Mathematics and then, through research with a qualitative approach, sought to describe the data found in a documentary investigation in video classes on the Internet, reflecting what is being explained in these lessons provided in videos. The study of this object focused on seeking guidance and support to unveil how all these classes were presented, what contents they addressed and what was the contribution to the learning of the students of the years in question. The result of the analysis of the video lessons brought us the following information: the contents of the decimal numbering system, as well as multiplication and division operations were the ones that appeared with greater recurrence during the recorded classes. Regarding the duration of the video classes, we found that they had, in their majority, the time of 45 minutes, thus approaching the time suggested in the class hours within the schools of the RME. We found that the manipulative materials, the videos, as well as the quis were the resources used unanimously, but the literature and the dramatization also served as methodological support during the 65 Mathematics video classes for the 2nd and 3rd year observed to argue this work. As a result of this research, a catalog was prepared containing information that can serve as suggestions for classes and is presented separately by curricular axes represented by different colors. We included in the records some images containing some of the resources used, as well as linking the links to these video lessons on each page. The scope of this material aims to assist teachers in the formulation of their Mathematics classes, as well as to seek to list viable alternatives that can contemplate the construction of students’ knowledge regarding the contents provided for in the curriculum, providing and expanding research, possibilities and experiences.