Teaching Staff Mathematics University: Catalyst of the Emotional-Techno-Ontological Logic

Abstract

The relevance of the study lies in the necessity to investigate the psycho-emotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.