1 Escola E.B2,3 Diogo Cão (PORTUGAL)
2 UTAD - University of Trás-os-Montes e Alto Douro (PORTUGAL)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 3905-3908
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0825
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The outbreak of the pandemic led to the sudden closure of schools and forced teachers to adapt overnight to a new way of teaching: distance learning. Teachers felt the need to reinvent their pedagogical practices in order to continue teaching where students would continue to learn as before, but within a totally different context and for which they had received no prior adequate training. The implementation of remote education brought many challenges, difficulties, anguish and insecurity to teachers. However, despite these adversities, most teachers showed a great capacity to adapt and an enormous will to move forward. Thus, many of them started to invest hours and hours in online training in order to learn how to teach online and to learn how to work with different technological resources in order to adapt content and materials for online classes, to learn how to monitor students' participation and to assess their commitment.

In this article, a study is made of the online training of mathematics and natural sciences teachers who felt the need to reinvent and innovate their pedagogical practices in distance education. A group of eleven teachers attended a short course (6 hours) entitled "Innovative Practices in Teaching and Learning Mathematics", where they learned to work with two technological resources (Quizizz and Teacher Made) to develop materials for the subject of mathematics to be implemented in online classes. In this study, questionnaires were applied to teachers to collect various information, such as: what technological knowledge teachers had before the training, what reasons led them to enroll in this training, what knowledge/skills they acquired, whether they considered this training modality relevant and what impact this training had on their distance learning classes.

This new reality should help us reflect on the directions that education should take in the post-pandemic period, as teaching will never be the same again. Hybrid teaching will probably be a new reality. In this sense, it is necessary to rethink teacher training and equip them with new tools and new methodologies to adapt their teaching and learning process. In this way, continuous teacher training in the area of new technologies becomes essential, it is necessary to demystify the role of technology, reflect on the pedagogical and didactic practice, promote innovation in the teaching and learning processes and recognize the importance of the teacher in this process, given that the implementation of new technologies is a means to learning and not an end.

This study aims to complement the training of mathematics teachers in the use of remote learning tools and to identify constraints that limit their use in pedagogical practices.
Learning Mathematics, Remote Learning, Teacher Training, Quizizz, Teacher Made.