We see You: Understanding Math Teachers from Brazilian Public Schools to Design Equitable Educational Technology
Guilherme Corredato Guerino, Luiz Rodrigues, Lívia Karolina Silva de Oliveira, Marcelo Marinho, Thomaz Edson Veloso da Silva, Luís Amorim, Diego Dermeval, Rodolfo da Penha, Ig Ibert Bittencourt, Seiji Isotani
Abstract
Students from Brazilian public schools need help with mathematics. In this sense, the scientific literature has explored ways, through technology, to help teachers and students in the teaching-learning process. However, research generally aims to propose solutions without first investigating the needs of those on the front lines: teachers. Thus, this paper aims to investigate relevant aspects of everyday life in the classroom from the point of view of mathematics teachers in Brazilian public schools. We used the first two phases of Design Thinking: empathize and define. In the first phase, we carried out a focus group with four teachers from four primary public schools, which we analyzed qualitatively using the Grounded Theory (GT). Based on the results of the GT, in the second phase of Design Thinking, we proposed the persona and the empathy map. Our results provide practical implications for designers and developers of educational technology solutions from the practical application of user experience research. Furthermore, we hope that our study will be a starting point for new researchers in the area to explore the needs of Brazilian public school teachers.