Conversas discentes online: produzindo conhecimentos matemáticos em tempos de covid-19

Abstract

This dissertation is about the teaching experience during Emergency Remote Learning (ERE), in the context of social distancing, as a consequence of the Covid-19 pandemic. For this purpose, this study aims to analyze how a group organized in an instant messaging application contributed to the production of mathematical knowledge in a class of 7th grade students. Specifically, it sought to identify how students express mathematical language in an instant messaging application; to verify how the interactivity of students from the instant messaging application contributes to the production of mathematical knowledge based on the students' narratives and to understand the students' strategies to study mathematics in times of Covid-19. In methodological terms, the research was characterized as a qualitative approach, of the netnographic type, that is, we adopted procedures from ethnography, such as communal interaction and questionnaires. However, the path of investigation among the subjects involved happened through the use of Digital Information and Communication Technologies (ICT). To compose our corpus, data were generated from student conversations in an instant messaging application group, in addition to the application of an open online questionnaire with the students and participant observation. For the research universe, 15 students from the 7th grade of elementary school participated, aged 12 and 13, who are students from a private school in the capital of Alagoas. Thus, the research indicates that it is possible to affirm that the instant messaging application used contributed to the production of mathematical knowledge, providing an extension of the classroom and being an element of collaboration among students, besides becoming a more dynamic and attractive networked environment, helping each subject in the study of mathematics.