Educação híbrida no processo de ensino e de aprendizagem em matemática: estudo de caso no 8° ano do ensino fundamental em escola pública do município de Macapá- Amapá- Brasil.

Abstract

The present work has as its theme the discussion of the aspects that permeate the hybrid education in Teaching and Mathematical Learning, as well as its methodologies and technologies, considering the challenges of the adaptations between face-to-face and distance education. It stands out among the main authors that support this project: Bacich et al (2015), Moran (2015), Leal (2017) and D' Ambrosio (1989). The place of the research is an Institution of Elementary Education of the City of Macapá/ AP and the subjects to be analyzed were the students of the 9th year and the teacher licensed in Mathematics, who participated voluntarily. So that we have the objective of analyzing THE HYBRID EDUCATION IN THE PROCESS OF TEACHING AND LEARNING IN MATHEMATICS: Case Study in the 8th year of Elementary School in Public School of the City of Macapá- Amapá- Brazil, more specifically, to investigate the methodology and tools for teaching mathematics in the final grades of elementary school; investigate the teaching and student learning and the subjects investigated will be a teacher and 9th grade students about the discipline of mathematics and present the results of research on the technological tools used for the hybrid teaching of mathematics in the final years of Elementary School. The discussions of data collected and analysis, we consider that there is still difficulty on the part of teachers and students to adapt to technologies and digital education platforms. But that during the pandemic period, such resources were essential to continue with the teaching and learning of students. In this sense, it is necessary to overcome a merely instrumental view of the use of technologies and affirm the right to connectivity in a critical and creative educational perspective.