TRAINING NEEDS OF MATHEMATICS TEACHERS IN THE FINAL YEARS OF ELEMENTARY SCHOOL
Training Needs of Teachers, Teacher Training, Permanent In-service Training, Mathematics Teaching.
This research aimed to study the training needs of mathematics teachers in the final years of Elementary School in State Schools located in the municipality of Barra do Bugres. Methodologically, it was a survey (Survey) with an online questionnaire (via Google Forms), applied to a sample of 20 mathematics teachers, in a universe of 25 teachers. Data were analyzed by graphical representation and frequency analysis. Research participants were invited by email and also by WhatsApp. This investigation was conducted with the following question: What are the training needs of mathematics teachers in the final years of Elementary School at State Schools in Barra do Bugres, which serve as an indicator to model a proposal for continuing education? As a response to the research problem, the results show that the teachers participating in the investigation have continuing education needs, which can be observed in the indicators of these needs, followed by the frequency of their occurrence: a) dissatisfied with the continuing education developed in the school (6 ), neither satisfied nor dissatisfied (6); b) medium, high or very high difficulties in teaching math content in the 8th and 9th grades (3); c) medium or high difficulty in using RTD - digital whiteboard (11); software (8), Zoom (8), video lessons recording (7); google Classroom and apps (6); d) medium, high or very high difficulty in relation to: Inverted Classroom (9); Project Pedagogy (8); use of Learning Theory (7); PBD - Problem Based Learning (7); e) medium, high or very high difficulty in: teaching mathematics to students with special needs (12), production of adapted teaching material (12), producing teaching materials (10); use of adapted material (10); research and select teaching materials (8). Regardless of the degree of difficulty, whether it is low, medium, high or very high, this may indicate that there is a need for intervention in the continuing education of teachers. Thus, we understand that the aspects highlighted in this research can contribute to guide the planning of the future continuing education of mathematics teachers in the final years of elementary school in the municipality of Barra do Bugres-MT