TEACHER, STUDENT AND MATHEMATICS: THE DIDACTIC-PEDAGOGICAL CHALLENGES OF RELATING MATHEMATICS TO COMMON SENSE; THE MATHEMATICS OF SCIENTIFIC KNOWLEDGE IN THE FACE OF 20TH-CENTURY ELEMENTARY SCHOOL EDUCATION

Abstract

This article analyzes mathematics teaching during and after the Covid-19 pandemic, with an emphasis on the impacts of remote learning in elementary education. The research arose from the challenges faced by teachers and students during the pandemic, especially regarding access to technological tools, connectivity, and the need to adapt to new teaching methods. It was observed that many teachers needed to reinvent their practices to maintain student engagement and learning, despite the limitations imposed by social distancing. In the post-pandemic scenario, continuous efforts by teachers to overcome educational losses and recover pedagogical quality are evident, using diverse strategies that contributed to the continuity and effectiveness of the teaching-learning process. The results point to the resilience of the school community and the importance of investments in digital inclusion and ongoing teacher training.