Strategies and challenges of mathematics teaching during the pandemic in Mozambique
Experiences of students and mathematics teachers trained at Púnguè University.
DOI:
https://doi.org/10.20873/riecim.v1i1.11714Keywords:
Pandemic covid-19, Higher Education, Teaching Strategies, Digital Teaching Platforms, academic productivityAbstract
This article approaches the teaching-learning strategies subjected to mathematics teachers or students, during the pandemic. The objective is to evaluate the strategies adopted by Mozambican schools during the period of validity of the State of Emergency and the State of Calamity, which restricted teacher-student contact in the physical classroom. To obtain data, we used a form shared electronically with undergraduate and graduate students in the Mathematics Teaching course at Púnguè University, whose data were analyzed quantitatively and qualitatively and show that both teachers and students used platforms and devices that allowed access to classes. However, the mechanisms used did not cover the void left by the lack of presence.
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