O laboratório de matemática como um espaço de construção do conhecimento: percepção de professores da educação básica

Abstract

The Mathematics Laboratory can act as a facilitator of teaching and learning effectively for students in the way of learning Mathematics in a pleasurable way, since the imaginary gives way to demonstration. In this sense, the present article aims to show the importance of using the Mathematics Laboratory in the teaching-learning process and its adequacy to the classes on a regular basis; to identify the existence and use of the Mathematics Laboratory in schools in the municipality of Miguel Alves. The research of a qualitative approach was developed through bibliographic research, through the studies of Lorenzato (2006), Silva and Silva (2004), Franzoni and Panossian (1999), Turrioni and Perez (2006), Souza (2007), Chevallard, Bosch and (2006) and field research, through a questionnaire applied among teachers of the municipality of Miguel Alves (PI), to know the importance of the Laboratory of Mathematics teaching as well as to do a survey of the existence of Mathematics teaching laboratories in schools in this municipality. Based on the analysis of the analyzes, it was possible to verify that all the teachers interviewed would like to have a Mathematics Teaching Laboratory in their schools, because they perceive that it is a space for questions, work expositions, discussion of issues, development and presentations of projects as well as to teach classes using didactic resources. Thus, when showing the importance of a Mathematics Laboratory in a school, it is justified the need of this space of learning for the student to learn Mathematics in an active way and making their knowledge more meaningful.