Impactos do ensino remoto emergencial na aprendizagem de conteúdos matemáticos

The article addresses the impacts of remote teaching on mathematical learning in Brazil, considering the transition to online education. The study proposes general objectives, such as analyzing the impacts of remote teaching, and specific ones, including the influence of social aspects and access to technology. The complexity of remote teaching is highlighted, going beyond the simple provision of online courses, challenging traditional structures, and promoting personalized learning. The research reviews theories such as constructivism, socioconstructivism, and Paulo Freire's perspective, exploring the influence of these approaches on remote mathematical education. In the methodological procedures section, the research adopts a comprehensive literature review, seeking studies that address remote teaching at different educational levels. The results and discussions reflect a variety of national perspectives, addressing challenges such as the disparity in access to technology and opportunities such as schedule flexibility. Authors emphasize the need for inclusive strategies and continuous teacher training. The final considerations highlight the complexity of the scenario, emphasizing the urgency of educational policies addressing equity in access to technology. Teacher training is emphasized as crucial, and the social interaction and potentialities of remote teaching are acknowledged. It concludes with a call for collaborative action to shape a more resilient and inclusive educational future in the face of the challenges of the digital era.