Um estudo reflexivo sobre a utilização do Laboratório de Ensino de Matemática (LEM) como alternativa metodológica

Abstract

This work presents reflections about the use of the Mathematics Teaching Laboratory (LEM in Portuguese) starting from descriptive studies, based on the book O Laboratório de Ensino de Matemática na Formação de Professores by Sérgio Lorenzato and other more current works. Along the theoretical discussions, the results regarding the use of the laboratory were described and analyzed, with the purpose of investigating and understanding how the use of the LEM can interfere in the teaching-learning process of mathematics. This study pointed out that the use of the Mathematics Teaching Laboratory, as a methodological resource, allows the student to develop skills that will help him in the problem solving process, since this contact develops the students’ logical, critical and scientific reasoning. The results found in the analyzed texts show the existence of proposals for the use of the LEM that are efficient methodological alternatives available to the teacher, in which the teacher is the mediator in the construction of knowledge, thus being a contribution to the change in the traditional education system that breaks with mechanized models by linking theory to practice.