O laboratório como recurso didático-pedagógico para o ensino de matemática

Abstract

The Mathematics Teaching Laboratory (LEM), as a methodological proposal, presents itself as an appropriate space for the provision and construction of concrete materials and essential learning drivers for teaching mathematics. From this perspective, we sought to answer the question: how can the laboratory be used as a didactic-pedagogical resource for teaching mathematics? To answer it, the objective was outlined: to describe experiences of using the laboratory as a didactic-pedagogical resource for teaching mathematics. To carry out the study, the parameters of the data and procedures of the qualitative study were considered to carry out the bibliographic research. To produce the data and organize the categories for analysis, we used thematic analysis and for the interpretation of the data we considered the phenomenological interpretative analysis. It was confirmed in the works consulted that the LEM as a teaching methodological proposal, in addition to being well accepted by students, can also bring contributions to teaching work, configuring itself as a response for Mathematics teachers who occasionally feel the need to use teaching resources that facilitate learning and encourage students to participate more in their classes.