Experiência com a Khan Academy na formação inicial de professores de matemática.

Abstract

Nowadays the use of digital resources is present for the most different purposes in different sectors of society, despite the profusion in terms of technological advances, changes in education are slow but inevitable. In this sense, it is urgent that the teacher, to update/help their practice, have knowledge and make use of available digital resources, many of which are free and easily accessible, as in this case, educational platforms. Therefore, this work aims to investigate the contributions that the use of the Khan Academy platform can provide for the initial training of mathematics teachers. The subjects of the investigation are academics of the 4th year of the Licentiate Degree in Mathematics and the investigation took place during 2019 at the State University of Ponta Grossa (UEPG). The research was planned in stages accompanied by a data collection instrument, in the main stage the subjects were divided into 8 groups, which planned and developed classes addressing a mathematical content. Eight classes were created on the Khan Academy platform, covering 8 different basic education contents. Each group can live the experience of being the responsible teacher of the class, structuring the class with activities, indications of articles, videos and exercises, in addition to exploring the tools that only the teacher function allows to be performed on the platform. Data were collected through questionnaires, information from classes created on the platform and activity monitoring spreadsheets provided by the Khan Academy platform. For data analysis, the Moraes content analysis method was used. Before the intervention, the participants presented incipient conceptions about hybrid teaching, virtual learning environments and were unaware of the potential that the Khan Academy platform can offer to the teaching practice. As for the contributions of the insertion of Khan Academy in the teaching practice, the fact that it promotes a creative and stimulating environment stands out; enables the monitoring of individual learning, as the teacher observes the student's mistakes, through activity performance reports, can recommend auxiliary content and platform activities to overcome the difficulties; provides greater interaction between teacher and student; makes the class productive and the student more independent in the construction of knowledge. Although the use of digital technologies is common in the daily lives of undergraduates, the insecurity in using them in the classroom persists, and the need for more approaches such as those in this research, using digital resources such as applications and educational platforms in initial training courses, is pointed out.