Potencialidades do uso do laboratório de matemática para uma aprendizagem da geometria no ensino fundamental

Abstract

Teachers who teach mathematics content, especially geometry, encounter many difficulties in using new methodologies, all due to time, structure, lack of access to teaching resources and support from the school. In this sense, this work aims to present potential for using the Mathematics Laboratory in learning geometry in elementary school. This investigation arose from the following problem: what are the potential of LEM for teaching geometry in elementary school? This study is configured as bibliographical research. Thus, we sought, in work already carried out, to identify the potential of the Mathematics Laboratory for teaching geometry in elementary school. To this end, a search was carried out in Brazilian journals, Google Scholar, SciELO and Capes Periodicals using the following descriptors: laboratory, geometry and teaching. In the research carried out, 156 articles on the topic were found, from which 3 articles were chosen. Based on the information obtained, an organizing report was produced, which contains the selected works, as well as their respective objectives and achieved results. When analyzing the work, it was noticed that with the use of the mathematics laboratory, geometric concepts were, for the most part, understood by the students. This research proposed to learn about the potential of the Mathematics Laboratory for teaching geometry through integrative review. And several potentialities were highlighted, that is, the use of LEM is a suitable place for learning geometry.