A utilização do Laboratório de Educação Matemática na escola: experiências com professores que ensinam matemática.

Abstract

This research presents an investigation about the implementation of the Mathematical Education Laboratory in the elementary school. From the guiding question: “What voices are present when presenting the Mathematical Education Laboratory as a pedagogical proposal in the elementary school?”, it has aimed to study the laboratory-school relationship through the experience with teachers during a continuing education course. In order to guide the study, the specific objectives were: to conduct a theoretical study about the central themes of the research; to obtain specific information through questionnaires sent to teachers from Juiz de Fora/MG and region; to structure and offer a continuing education course about the Mathematical Education Laboratory for elementary school teachers and to identify expressive aspects in the speeches of teachers and school staff regarding the topics that were discussed. The theoretical axes used for the basis of the study were socioconstructivism, the continuing education of teachers and the use of manipulative teaching materials in the teaching and learning process. The qualitative study was developed through questionnaires and experiences with teachers participating in the continuing education course in the city of Juiz de Fora/MG and region. Within the general goal of bringing participants closer to the laboratory environment, the course also intended to stimulate the process of structuring this place in the school and provide teachers with reflections and discussions on the subject. Through participant observation, the information collected during the course was analyzed by dividing the place of speech between teachers and school staff. After data analysis, it was verified that the voices expressed by teachers and school teams were positive regarding the laboratory and its importance in the teaching and learning process. Similarly, some difficulties were found in the implementation of this environment by both, as well as some moments of divergence between the two place of speech. These adversities corroborate the needs, as the authors previously studied pointed out, of the relevance of continuing teacher education.