As relações pedagógico-metodológicas vivenciadas entre professores que ensinam matemática em um laboratório virtual

Abstract

This qualitative research has aimed to identify the contributions of a virtual laboratory for the continuing education of teachers and, for that, it has analyzed the participation of 24 teachers in an extension course offered in the online modality. Participants have read texts, discussed some topics, shared experiences and manipulated virtual materials during five meetings (synchronous and asynchronous). Observing and analyzing questionnaires, forums, discussion rooms and experience reports, it was clear that teachers are interested in participating in continuing education courses to improve their pedagogical practice and gain experience with instruments that favor the teaching and learning process of Mathematics, that is, teachers seek for instruments that enable a process in which the student develops scientific, critical and creative thinking. Due to the presence of technology in society, providing an environment for teachers to participate in moments that contribute to their training, this research was directed to answer the question: “How can the Virtual Research Laboratory in Mathematics Education (LaPEM-v) contribute with the continued education of teachers who teach mathematics?”. In this investigation, it is possible to see that the virtual laboratory is a space that allows teachers to reflect, experiences with manipulative materials and also sharing experiences and opinions with other teachers. This research makes an interlocution of themes that support the virtual laboratory, being discussed in the view of several authors, but the ones that stand out are: Castells (1999), which clarifies the presence of technologies in the current society, Lorenzato (2006), regarding the definition of laboratory, and Pietropaolo, Campos and Silva (2012), on the relevance of continuing teacher education.