Tecnologias da informação e comunicação em sala de aula invertida na formação de professores de matemática: uma experiência colaborativa

Abstract

The advancement of Information and Communication Technologies (ICT) brings about significant changes in all fields of society, including education. The teacher is no longer the central figure in the process and now needs to mediate it by using new teaching methodologies and ICT. The relationships between teaching and learning are based on dialogicity and collaborative processes. However, it is necessary to offer teachers continuing education to prepare them to work with new teaching methodologies. The teaching and learning relationship becomes a knowledge exchange. However, it is necessary to provide continuous training to teachers to prepare them for working with new teaching methodologies. On one hand, we have the teacher as a mediating agent and facilitator of learning that now does not retain, but shares through interactions. On the other hand, the student is the center of the teaching process and the protagonist of the learning process. Nevertheless, teachers still face difficulties in dealing with technological innovations and differentiated teaching methodologies due to a curriculum that is not aligned with educational trends, as well as initial and ongoing training that does not support the development of new strategies to meet the demands of a new moment in education. Given the above, an ongoing training based on the use of Flipped Classroom (FC) was sought for Mathematics teachers in the State Education Network of Rio de Janeiro, in the CentralSouth Region, the researcher's working environment. The aim was to provide teachers with the experience and experimentation of the methodology supported by ICT. To this end, the following research question was addressed: How do ICT in the Flipped Classroom support the ongoing training of Mathematics teachers working in high school? The objectives were defined as follows: (i) conduct a survey of the real conditions and needs for the implementation of the experiment through electronic forms; (ii) develop a course of ongoing training based on FC integrated with ICT; (iii) analyze collaboration using Ellis et al.'s 3C, proposed in Groupware - Some Issues and Experiences, among teachers during the ongoing training process considering the proposed methodology; (iv) produce an educational guide as a product based on the experiences of ongoing training. For this purpose, a pilot case study and a regular case study were conducted. The results indicated that the methodology with the use of ICT has the potential for implementation in ongoing training for Mathematics teachers, especially because its initial results led to a change in the teachers' approach to their pedagogical practices. Based on this research, the Flipped Classroom Guide for Mathematics Teachers was created as an educational product of this Professional Master's degree.