Laboratório de ensino de matemática (LEM): análise sobre formação, concepções e experiências em um grupo de professores

Abstract

The implementation and use of the Mathematics Teaching Laboratory (LEM) in basic education schools is a topic that has been discussed among educators in the area in recent decades, from the inclusion of this subject in the curriculum of initial training of mathematics teachers. Teaching through LEM can contribute to the teaching-learning process by being a space for experimentation, analysis and reflection, both for the student and for the teacher. For this to occur, it is important that the teacher has the ability to explore the multiple possibilities that LEM offers. This work aimed to research in a group of students who attended a discipline of teacher training, in a Post-Graduate Stricto Sensu course, how the training of these subjects occurred in relation to the use of LEM in mathematics classes, which was the conception formed by them during training and how was their contact with LEM in practice in basic education schools. For this, it was proposed to the participants to answer an electronic questionnaire, with open, closed and dependent questions, using content analysis for data interpretation. With the information collected, it was possible to verify the type of conception formed, and to observe its importance in the teaching-learning process of mathematics in educational institutions. We understand that LEM has been addressed in initial and continuing education, however, most respondents still do not have a broad conception of the possibilities of using this resource in the school environment for teaching mathematics.