The Use of an Active Methodology in the Education of Teachers who teach Mathematics during a Face-to-face Meeting of a Distance Learning Course

Abstract

This article addresses distance learning for teachers who teach Mathematics, focusing on the use of active methodologies in face-to-face meetings. Its relevance is justified by the growth of distance learning in Brazil and its role in teacher education. To this end, the article aims to analyze an experience carried out in person in the second semester of 2024, during a Mathematics discipline of a distance learning course in Pedagogy. The theoretical framework argues that teacher training in the distance learning modality should go beyond simple instrumentation, promoting the construction of a theoretical basis, critical reflection, and the development of autonomy. The pedagogical practice was conducted by face-to-face tutors based on the Jigsaw method, which encourages cooperative learning and knowledge sharing among participants. The qualitative research used forms to evaluate the activity and revealed positive feedback from students, who value the exchange of experiences and the connection between theory and practice. In conclusion, the study reinforces the role of cooperative learning in teacher training, suggesting future improvements and indicating how these face-to-face meetings can promote more meaningful and integrated learning.

Keywords: Teacher education. Mathematics education. Active methodologies. Cooperative learning. Jigsaw method.