Learning and teaching Geometry remotely: didactic confrontations of teachers of the Initial Years in time of pandemic

Abstract

In this article, we present the results of a survey that investigated, from the standpoint of the early years’ teachers, the formative and didactic confrontations in geometry and the intervention organization with their students remotely. The research happened from the remote continuing training action entitled “Geometry in Early Childhood Education and Early Years of Elementary School”. The aim of the research was to analyze and reflect on the process of learning and teaching geometry in the scenario specifically delineated by remote teaching, searching to highlight the highlighted confrontations and understand how educators and students (re)acted in the process of appropriation of this “new” ambience and educational scenario. We endorse on a qualitative investigative methodology, interpretative. The field texts for analysis are composed of oral and written narratives (Experience Reports) produced during the formative meetings and the narrative interview. As regards the process of continuing formation, the teachers who are coursing revealed that the relevance had been situated on the establishment of a narrow association between theoretical reflexions and searching for solutions to the problems in a collective and collaborative way. In the process of developing geometry activities on a remote manner, the teachers claimed the need of builting new learnings to deal with the TIC’s and that, along with this scenario, there are difficulties of accessibiliy and lack of tchnological equipment for the pupils’ families.