Formação de professores (as) de matemática: contribuições de aulas laboratoriais para o Ensino Superior

Abstract

This research aimed to analyze the contributions of laboratory classes in the training of Mathematics teachers in the Bachelor's degree course at the Federal Institute of Piauí - Piripiri Campus. And it had the following authors for the theoretical basis, Pereira and Oliveira (2016), Pereira and Vasconcelos (2006), Oliveira (2022), Fiorentini (2005), Lucena (2017), D'Ambrósio (1989), Nervo and Ferreira (2015), Favarão and Araújo (2004). In this direction, the following question is formulated: what are the contributions of these practices to teacher training? The study of qualitative approach and exploratory character was carried out with students of the last module of the course, totaling 18 participants, using a questionnaire and conversation circle as instruments. The results showed that laboratory classes are perceived as fundamental experiences that increase interest in teaching, stimulate creativity, logical reasoning, and autonomy, and promote the collective construction of knowledge. Students reported that the use of concrete materials, educational games, and practical activities makes mathematics teaching more engaging and meaningful, especially in elementary and high school. Laboratory classes contributed to the connection between theory and practice, favoring the learning of mathematical concepts in a more contextualized way. However, participants also highlighted challenges, such as the lack of materials, adequate infrastructure, and teacher training focused on the effective use of the LEM. The conclusion is that laboratory classes have great potential for teacher training, provided they are accompanied by planning, institutional support, and pedagogical commitment. Therefore, their systematic inclusion in undergraduate programs can strengthen the performance of future teachers who are more reflective and innovative in mathematics teaching.