Ensino e aprendizagem do Cálculo diferencial e integral na formação docente de matemática do CESP-UEA, na pandemia.

Abstract

This work presents results of a research that aimed to analyze the main causes of difficulties in teaching and learning Differential and Integral Calculus (DIC) in remote classes, from the perspective of academics of the Mathematics degree, from the Center for Higher Studies of Parintins (CESP-UEA), in the biennium 2020-2021. The research is qualitative in nature from the perspective of Creswell (2016), with bibliographic research and application of questionnaires, according to the guidelines of Marconi and Lakatos (2003), applied to academics of the CDI discipline. Among the causes of difficulties encountered in remote classes, the lack of understanding of the CDI contents stands out; lack of clarification of doubts in real time; lack of access to classes and downloading files via Google Classroom, AVA due to bad internet signal; communication failure in synchronous classes via Google Meet; the lack of face-to-face contact with the teacher, among other factors.