A importância do laboratório de ensino da matemática (LEM) na formação docente nos cursos de licenciatura

Abstract

With the theme of the Importance of the Mathematics Teaching Laboratory (LEM) in teacher education in undergraduate courses, this article aims to evaluate LEM as a valuable alternative to the process of training future mathematics teachers, as well as investigating the relevance of the use of manipulable materials to approach mathematical content and assess whether the quality of teacher education reflects on the performance of the teacher in the classroom. In order to achieve the proposed objectives, a structured and closed questionnaire was applied to a group of 69 undergraduates and teachers trained in mathematics, made available on the Google Forms platform with the perspective of ensuring a safe and reliable data collection. The work was based on theoretical assumptions of Lorenzato (2009), Libânio (1994), Borel (1904), Lucena (2017), Vieira (2012), Lorenzato (2009) and (Ewbank, 1971). The results obtained emphasize the solidification of the perspective that the use of the Mathematics Teaching Laboratory during the formation of the mathematics teacher adds valuable experiences for the exercise of teaching. In this way, the information contained in this work allows interested parties to have a comprehensive and clarifying view of the theme addressed.