A utilização do Laboratório de Ensino de Matemática (LEM) como recurso para a formação continuada de professores de matemática: integração entre teoria e prática no contexto da formação continuada em matemática

Abstract

This study aims to analyze the effects of using mathematics teaching laboratories as a resource for the continuing education of mathematics teachers, examine the impact of using LEMs on these teachers' pedagogical practice, investigate teaching methodologies applied in LEMs and their contributions to the continuing education process of mathematics teachers, and assess teachers' perceptions regarding the use of LEMs as a resource for continuing education. The theoretical basis was drawn from texts by authors such as Lorenzato et al. (2006), who understands the LEM as an environment for experimentation and learning for teachers; Turrioni (2004), who seeks to understand how the LEM space can contribute to teacher professional development and innovation in mathematics teaching; and Tomé (2023), who discusses the challenges faced by teachers in implementing LEMs in settings with fewer financial resources. A questionnaire was also administered and completed by mathematics teachers at the aforementioned school. Of the three teachers who responded, two used LEM to support their training, one did not, but all recognized its usefulness and potential, as well as its importance and necessity for training and teaching work.