CLASSROOM PRACTICES OF AN EARLY YEARS TEACHER IN A MONTESSORI SCHOOL DURING THE PANDEMIC: THE CASE OF DIVISION

Abstract

The article is the result of a master's dissertation written during the pandemic by a teacher in the early years of elementary school in a Montessori school. Using a qualitative approach, the research investigated teaching practices aimed at teaching division in the context of remote classes, an emergency resource for the period experienced, using as an object of study the teacher's practice with students enrolled in the 3rd year of elementary school in a private school in Juiz de Fora, Minas Gerais, Brazil. The data was produced through recordings of lessons and the researcher's field notes. The results showed that alternatives were explored to promote the teaching of division, although the same manipulatives used in Montessori schools were not used. Despite the limitations, it was possible to teach division using Montessori-inspired materials and online games, which allowed the teacher to align the content with the school's pedagogy.