THE POTENTIAL OF A REMOTE PEDAGOGICAL WORKSHOP IN THE TRAINING OF TEACHERS WHO TEACH MATHEMATICS: POSITIONAL VALUE AND MULTIPLICATION ON STAGE

Abstract

This article analyzed the formative potential of a pedagogical workshop, of a dialogical character, on the positional value of digits and multiplication in a Mathematics teaching experience, carried out in the remote teaching format, in a Pedagogy class at the University of Brasília (UnB). A qualitative and exploratory approach study, had as data collection instruments the analysis of the interaction by chat, the observations during the workshop and the online evaluation questionnaire (Google Form). Bardin's Content Analysis (2016) was used to interpret the data. Three categories emerged from the organization of the data: expansion of pedagogical strategies in and for teaching performance; possibility of playful and dynamic training in relation to the mathematical knowledge worked and differentiation between remote teaching and face-to-face teaching: losses and overcoming. It was verified that the pedagogical workshop, in the remote format, proved to be necessary and pertinent to that moment of the Covid-19 pandemic, with playful and dynamic training potential. The participants, despite the difficulties regarding remote teaching and the unexpected distance training, stated that the experience and discussion about the proposed mathematical contents presuppose pedagogical strategies, learning and reflections that take into account the different conditions and ways of learning (and teaching) of the actors involved in the educational action.