Comparativos de resultados entre os modelos de rotação considerados no ensino híbrido na matemática, pela revisão de pesquisas empíricas com alunos do fundamental II

Abstract

Bearing in mind that hybrid education has been pointed out as one of the trends that most stands out in the educational scenario, especially after the COVID-19 Pandemic, with government institutions pointing out that it will be the basis on which education will be established for back to school, the need arose to make comparisons of results between the rotation models considered sustained in hybrid teaching in Mathematics, by reviewing empirical research with elementary school students. Therefore, it was necessary to describe the main characteristics of Hybrid Teaching, with emphasis on the Rotational Laboratory, Inverted Classroom and Station Rotation methods, identifying which positive results and progress obtained by the students in the use of each of the methods in Mathematics classes. Through the analysis of empirical research, it was evaluated which of the three methods presented the best results with the audiences studied. Then, a research of the qualitative approach was carried out, using analysis and comparison of empirical reviews. Therefore, it was found that all the methodologies brought positive results for the teaching and learning of Mathematics, mainly due to the development of skills by the students.