Mathematics and the use of digital technologies in times of pandemic: implications for teaching, learning and evaluation processes in higher education

Abstract

Such research aims to investigate the conception of students of the mathematics degree course, of a public university in the state of Pará, in relation to the development of teaching practices by teachers in times of Covid-19 pandemic, if they can explore / use digital technologies correctly or not, and as this implies in the learning and evaluation processes perceived by students. From the analysis of the data obtained from the participants through electronic forms and with the aid of the Pearson correlation coefficient and Cronbach's Alpha calculation, it was possible to verify that there is no constant use of differentiated technological resources, in addition to those already employed for the creation of virtual rooms in remote classes, for example, which occurs mainly due to the role played by the teacher and the little openness to work with methodologies that use such tools. This reproduction of unattractive teaching structures in the virtual environment, ends up having direct implications for students' learning, as well as in the evaluation model practiced by teachers throughout the course subjects offered during this period, generating little flexibility in relationships / interactions and disinterest for the contents taught.