Ensino de matemática com uso de vídeos na educação básica do Rio Grande do Sul

Abstract

The video use is a reality in today’s society, and most students watch videos on various platforms, both for leisure and for studying. This research seeked to answer the following question: What is the perception of Basic Mathematics teachers about the contribution of videos in pedagogical practice? The general aim of this research was to investigate how the use of videos can contribute with teachers of Basic Education in the teaching of Mathematics. Three areas of knowledge based this research: Mathematics, Technology and Neuroscience. The Methodology is divided in two stages, and in the first stage a quantitative approach was carried out involving an exploratory study with 175 teachers of Mathematics in the Rio Grande do Sul, Brazil, in order to know whether or not they use videos in their practices. In the second stage, a qualitative approach was carried out with a case study of 72 subjects selected from those studied in the first stage. A free and online course was offered, about Digital Narrative Production in PowerPoint 2016. The content of this work was analyzed based on the BARDAN theory. From the results obtained, the categories and subcategories emerged were: Technological Infrastructure, Teaching Practice (subcategories: Practices with videos, Other Innovative Practices) and Affectivity. The data showed the subjects' gaze regarding their reality lived in the classroom, showing that most Mathematics teachers use video both motivational and related to programmatic content. Videos are mostly taken from the YouTube site and are part of the planning, being explored by the teacher, or used as a reinforcement. Teachers believe that this tool contributes significantly to teaching and makes class more fun. To embase this work theoretically, the following researchers stand out: D'AMBRÓSIO, MORAN, COSENZA and GUERRA.