Processo educacional para implementação da sala de aula invertida de geometria analítica com suporte de sistemas de comunicação

Abstract

As a result of the global COVID-19 pandemic and the due social isolation measures, educational institutes worldwide have adhered to remote and blended teaching regimes based on the use of digital technologies. Given this, researchers have stated that the abrupt insertion of technologies for teaching and learning mathematics could encourage adopting more traditional pedagogical practices centered on transmitting knowledge teacher-student. On the other hand, there are researches around active learning methodologies such as the Flipped Classroom, which seeks to promote students to a protagonist position in teaching and learning, favoring their active and collaborative involvement. Despite methodology's potential, it was possible to verify that studies that approach the Flipped Classroom in the context of teaching and learning Analytical Geometry are scarce through systematic mapping study. Among the few publications on the topic, they have yet to deal with implementing this active learning methodology in remote teaching contexts. The systematic mapping study also showed that aspects relevant to communication between students were rarely discussed in the studies. Considering the Flipped Classroom, a potential pedagogical alternative for breaking with traditional pedagogical practices even in remote teaching, the study reported here had the objective of prototyping, testing, and evaluating an Educational Process, which aims to support teachers in the implementation of the Flipped Classroom for the teaching and learning of Analytical Geometry, in remote teaching contexts. We adopted the epistemologicalmethodological approach Design Science Research to achieve the research objective. With the mentioned approach, a prototype Educational Process was elaborated through the BPMN notation, based on the conjecture that Communication Systems can enhance the teaching and learning of Analytical Geometry in the Flipped Classroom in remote teaching. An empirical investigation was carried out with the case study research strategy to test and evaluate the Educational Process. Participants in the case study were students enrolled in a second-year high school class at a private school in Rio de Janeiro, while the Communication System used was WhatsApp. The case study allowed the verification of limitations and weaknesses of the prototype, mainly regarding the support for the elaboration of video lessons, which may require more specific knowledge from the teacher about hardware and software, such as the use of cameras and video editing. Consequently, the prototype Educational Process was increased to include didactic materials to overcome these deficiencies. On the other hand, the case study confirmed the behavioral conjecture, showing that the WhatsApp Communication System supported the interaction between students in the development of tasks and that this enhanced and favored the teaching and learning of Analytical Geometry.