Dificuldades de aprendizagem em matemática durante e no pós pandemia: uma análise documental dos artigos publicados no EBEM e ENEM

Abstract

The present work aims to understand the main difficulties learning in mathematics faced by basic education teachers during and after the pandemic period, according to the research presented in the XIX and XX Bahia Meeting of Mathematics Education (EBEM 2021 and 2023) and at the XIV National Meeting of Mathematics Education (ENEM-2022). To do this, we carry out a qualitative and bibliographic research, inspired by the proposed theoretical mapping by Biembengut (2008). Thus, we conducted a search among the annals of the events mentioned above, using the keywords remote teaching, teaching of mathematics, learning and mathematics education and we identified 39 articles that target learning difficulties in mathematics, in the period during and post-pandemic. In the categorized articles, difficulties in teaching were identified, reported by teachers who taught mathematics during remote teaching, these teachers expressed concerns about the impacts of this period on the school life of students, and evidence that the consequences will be evidenced when these students have to enter the world of work and universities. The main difficulties encountered were the lack of access to the internet and technological equipment by the students, as well as the absence in classes and lack of interaction of those who were present, in addition to the lack of structure in the schools and the gaps in the training of teachers to work with technologies.