O Laboratório de Matemática e Ensino (LME) na formação inicial do professor: orientações metodológicas com base na Sequência Fedathi

Abstract

The Mathematics Laboratory is a constituent element of the Mathematics degree course, and its intertwining with teaching enables significant contributions to the preparation of the undergraduate. Its use in this context provides a teaching performance substantiated by mathematical foundations and didactic-pedagogical aspects. The understanding of the connection established by the dimensions pointed out here required a structure based on mathematical activities, involving the action of the teacher and the student. Questions related to the way in which the laboratory is able to contribute to the initial training of teachers and the teaching of mathematics, as well as to the experiences developed by the student, guide this investigation. Therefore, this study proposes a praxis involving the use of the Mathematics and Teaching Laboratory (LME) for the initial training of the teacher of this Science, based on the Fedathi Sequence as a teaching methodology, in one part of the work, and, in the other, as methodological proposal of scientific research supported by the sociological view and a multi-referential perspective of investigative actions, which made it possible to observe, question and describe the investigative events. Supported by the methodological aspects of initial training, difficulties and challenges inherent in teaching practice were related to work possibilities. As a result of the research, some methodological guidelines were structured to explore the formation of the mathematical concept, the reflection on teaching and the application of school mathematical knowledge in the LME, with a view to contributing significantly to the professional practice of the mathematics teacher. It was concluded that the LME is suitable to unite thinking and doing mathematics in the degree and to discuss the teaching of this subject, basing the ideas with the Fedathi Sequence.