An investigation into the perceptions of teachers who teach Mathematics in relation to evaluation practices during emergency remote teaching

Abstract

This article is part of a broader research that aimed to identify aspects of the teaching practices of teachers who taught mathematics during a certain period of the Covid-19 pandemic. In particular, this study investigates the evaluation practices of these teachers, as well as their perceptions about the positive and negative points of these practices and the possible changes they intend to implement when returning of classroom teaching. Thus, an online questionnaire was developed, which was answered by one hundred teachers. For the qualitative analysis of the data, Laurence Bardin's content analysis was adopted. Based on the teachers' answers, the main results were: the reproduction of evaluative strategies from face-to-face teaching to remote teaching; the absence of positive points in the evaluation during remote learning; the non-intention to maintain digital technologies for the evaluation in the return to the in-person classes. Finally, it was observed that remote teaching served for some as a means of reframing evaluation in Mathematics.