Objetos virtuais de aprendizagem na formação continuada do professor para o ensino de matemática financeira no ensino médio

Abstract

This research aimed to verify the contributions of the methodological use of Virtual Learning Objects in the Continuing Training of Mathematics teachers for the teaching of Financial Mathematics in High School, with teachers from the State public education network belonging to the 3rd Special Teaching Management, located in Palmeira dos Índios-AL. As specific objectives, we sought to investigate, through theoretical references, the necessary foundations for an interactive-reflective Continuing Training for teachers; investigate through a questionnaire whether Virtual Learning Objects have been worked on in the classroom based on theoretical references; promote Continuing Training for participating teachers.The research was carried out with a group of four teachers and, for data collection, entry and exit questionnaires and direct observations by the researcher recorded by audio and video during Continuing Training were used. Participating teachers' responses to the exit questionnaire were analyzed using the qualitative method of Discursive Textual Analysis (DTA), relating emerging categories and subcategories. From this analysis, three categories emerged: understanding the concepts of Financial Mathematics; evaluation of the Continuing Training course; and the benefits of teaching with Virtual Learning Objects; with six subcategories: theoretical foundations; practical application of concepts; effectiveness of the teaching method; the relevance for professional development; active learning; and comparison with traditional methods. The results of the data analysis indicated that the course was very useful and that it not only consolidated the understanding of the subject, but also enabled the participating teachers to adopt new teaching practices that are more dynamic, effective and aligned with the current needs of students.