A Mediação das Tecnologias Digitais (TD) no ensino remoto para a aprendizagem significativa em Educação Matemática

Abstract

The main objective of this research is to verify how the use of Digital Technologies such as Whatsapp, Google Meet, Google Classroom, Kahoot, Wordwall and video production by students, associated with a critical and contextualized approach to daily life on Financial Education, were effective in mediating the teaching and learning of school content Percentage, in Mathematics. The research has a qualitative nature, and the data collection method is participant observation, according to Minayo et all (2002). The subjects participating in the research were students from a public school and who were in the final grades of elementary school, at the beginning of the COVID-19 pandemic (2020), in the emergency remote teaching regime. The completion of the research took place with the return to face-to-face activities (2021).There are four data collection instruments: Instrument 1- Survey of previous knowledge; Instrument 2 - Percentage Slides: Calculation of Additions and Discounts and textbook activities; Instrument 3 - Educational Games on Percentage elaborated from Kahoot and Wordwall, which are the Educational Product of this research, and Instrument 4 - the audio recordings of the classes resulting from the intervention carried out. Ausubel's Meaningful Learning (1980) is used as a theoretical basis, in order to investigate the informants' subsuming concepts about the content discussed, in addition to the types of meaningful learning that they could present in the process, which are the specific categories of analysis of the study: Category 1: The representational learning of the subjects about Percentage; Category 2: The conceptual learning of the subjects about Percentage and; Category 3: The propositional learning of the subjects about Percentage. The results obtained showed that WhatsApp facilitated communication between students and teachers and streamlined the process of explaining the content and answering student questions. Google Meet was important in replacing face-to-face classes, bringing the group of students and the teachers closer together. Google Classroom facilitated the access to the materials of the subject and the organization of the materials that were being posted. Kahoot and Wordwall that composed the Educational Product made the material of the subject easier to understand, fun and exciting, facilitating and enhancing the teaching and learning processes of the content Percentage. The production of videos by the informants was a pleasant activity because the concepts studied on Percentage were applied in practice. Regarding the importance of Financial Education for people's lives, the informants answered that the approach at school contributed to the understanding of everyday concepts related to additions and discounts, and to consciously use their money. Finally, in the activities related to the use of Kahoot and Wordwall of the Educational Product, the effective use of the subsumer concepts of the Percentage was verified, and the types of Meaningful Learning identified in the informants in the face of their verbalizations were the Conceptual Meaningful Learning and the Propositional Meaningful Learning, and to a lesser extent, at the beginning of the explanation of the contents, characteristics of the Representational Meaningful Learning type were identified.