The Post-Pandemic Era in Education: Adaptation and Continuity of Distance Learning in Mathematics Teaching in the Division of Antipolo City, Philippines

John Edward Combo

doi:10.48017/dj.v10i3.3437

Autores

John Edward Combo Maximo L. Gatlabayan Memorial National High School. Antipolo City, Philippines https://orcid.org/0000-0002-3282-4835

DOI:

https://doi.org/10.48017/dj.v10i3.3437

Palavras-chave:

plano de ação, modalidade alternativa de oferta de aprendizagem, ensino remoto

Resumo

Embora a pandemia tenha terminado e as aulas presenciais tenham sido retomadas como principal modalidade de ensino em todo o país, o ensino a distância continua predominante. Muitas escolas e alunos continuam a depender do ensino a distância por vários motivos, como a necessidade de flexibilidade, preocupações persistentes com a saúde pública, calamidades naturais e outros fatores. Isso indica a importância de avaliar continuamente a implementação de modalidades de ensino a distância nas escolas, mesmo após a pandemia. Isso garante que as práticas dos professores de matemática sejam adaptadas ao contexto atual, que os alunos permaneçam engajados apesar da distância e que as avaliações sejam conduzidas de forma válida e confiável. Este estudo qualitativo teve como objetivo explorar e analisar as experiências, os desafios e as estratégias de enfrentamento de oito professores de matemática selecionados de duas escolas públicas, uma escola por distrito, na Divisão da Cidade de Antipolo, Filipinas. O foco foi em sua adaptação contínua às modalidades alternativas de entrega de aprendizagem (ALDM) no ensino de matemática no nível secundário. O estudo realizou uma análise aprofundada dessas experiências, desafios e estratégias. Os resultados sugerem que a implementação do ALDM no ensino de matemática ainda é uma ferramenta viável para garantir a continuidade da aprendizagem, apesar de quaisquer interrupções, embora seu sucesso dependa do tipo de aluno. O estudo destacou a importância da preparação, indicando que tanto professores quanto alunos precisam estar adequadamente preparados para a transição para o ensino a distância. Esses resultados serviram de base para a proposta de um plano para apoiar não apenas os professores, mas também os alunos e suas respectivas escolas no ensino eficaz da matemática durante a implementação do ALDM.

Métricas

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Biografia do Autor

John Edward Combo, Maximo L. Gatlabayan Memorial National High School. Antipolo City, Philippines

0000-0002-3282-4835; Maximo L. Gatlabayan Memorial National High School. Antipolo City, Philippines. johnedward.combo@deped.gov.ph

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