Uma investigação sobre o laboratório de ensino de matemática da uft- campus de araguaína.

Abstract

This paper aims to highlight some contributions that the Mathematics Teaching Laboratory (LEM) can offer to the teaching and learning of mathematics, especially to the training of teachers. First, we analyze the use of the mathematics teaching laboratory in basic education; We then took an approach on the use of LEM in teacher training. The intention was to answer the following problems: How important is LEM in teacher education? What influence has LEM provided to academics in their teaching perspective? The theoretical basis is based on authors who emphasize the use of LEM in undergraduate courses, such as Lorenzato (2009), Turrioni (2004), Freitas (2015) and D'Ambrosio (1996). We present an opinion survey with the application of a questionnaire, in the classes of the last three periods of the degree course in Mathematics of the Federal University of Tocantins - UFT, campus of Araguaína, to investigate what future teachers think about the use of didactic resources Available in the LEM for the teaching and learning of mathematics, as well as the opinion of those licenciandos as to the use of LEM in their academic formations. Based on the results, we made relevant discussion and reflections. As contributions we present a proposal to be worked with the graduates of the math course, especially with the scholarship holders of the LEM.